Quality of Leisure and Tourism

Master in Leisure and Tourism Studies (MILTS) Unit 2, module SL2

Module book

School of Graduate Studies

Stenden University

Quality of Leisure and Tourism

Master in Leisure and Tourism Studies (MILTS) Unit 2, module SL2

Module book

Editor:
H. Kadijk, MSc

School of Graduate Studies

Stenden University

November, 2011
Stenden University - School of Graduate Studies 2011

Table of contents

1. 2. 3. 4. 5.

INTRODUCTION ............................................................................................................................. 4 COMPETENCIES ............................................................................................................................. 5 ORGANISATION OF THE MODULE ........................................................................................... 6 MODULE FRAMEWORK ............................................................................................................... 7 LECTURES AND SEMINARS ........................................................................................................ 8 1: Conceptual models and Quality of Life (Hanny Kadijk) ................................................... 8 2: Social Identity / Human Mankind (Martin Groters) ............................................................ 8 3: Social Attitudes / Human Relations (Martin Groters) ........................................................ 9 4: Social Capital / Human Society (Hanny Kadijk).................................................................. 9 5: Social Change / Cannibal Tours (Hanny Kadijk) .............................................................. 10 6: Social Spaces / Human Environment (Akke Folmer) ...................................................... 10 7: Social Developments / Human Development (Albert Postma) ..................................... 11

6. 7. 8.

WORK METHODS ......................................................................................................................... 12 MODULE ASSIGNMENT.............................................................................................................. 13 ASSESSMENT ................................................................................................................................. 17

CHN Master Programme

Quality of Leisure and Tourism

1. Introduction
Rationale Quality of leisure and tourism will get an increasing meaning and interest for developing a professional attitude in the field of leisure and tourism. For a good and critical understanding of the questions of quality of leisure and tourism, they should be related to the questions of the broader context of the Quality of Human Life.

Aim The participant has a critical understanding of the variety of aspects related to the Quality of Leisure and Tourism and is able to relate these aspects to the different perspectives on the Quality of Human Life.

Position of the module in the Master programme It is the second (specific) module of the programme, offered in the second unit: Quality of Leisure and Tourism

Week 1 2 3 4 5 6 7 8 9 Week 1 2 3 4 5 6 7 8 9 Week 1 2 3 4 5 6 7 8 9 Week 1- 9

Unit 1: Setting the Framework

Market Value Creation 5 EC

Sustainable value Creation 5 EC

Theoretical Perspectives 5 EC

Unit 2: Making the Framework operational

Research 10 EC

Quality of Leisure and Tourism 5 EC

Unit 3: Beyond the Framework

Personal Value Creation 5 EC

Master Thesis 5 EC

Policy and Planning 5 EC

Unit 4 : Elective & Master Thesis

Elective 5 EC

Master Thesis 10 EC

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CHN Master Programme

Quality of Leisure and Tourism

2. Competencies
Assessing and interpreting the quality of human life in relation to leisure and tourism requires critical and analytical thinking, based on sound theoretical concepts. These concepts should be analysed to review their contribution towards people's quality of life. Asking the right questions in order to come up with decisive aspects on quality of life is a key issue. On completion of the module, the student has a good knowledge of and insight into the following subjects of the quality of leisure and tourism related to the following perspectives on the quality of human Life: human mankind and the pursuit of happiness in leisure and tourism; human relationship and the search of identity in leisure and tourism; human society and the resource allocation in leisure and tourism; human environment and the ecological movement in leisure and tourism; human development and the mega-trends in leisure and tourism. is able to comprehend and explain the aforementioned perspectives and subjects. is able to demonstrate and apply the aforementioned perspectives and subjects. is able to analyse and synthesise the aforementioned perspectives and subjects. is able to evaluate and criticise the aforementioned perspectives and subjects. demonstrates interest in and affinity with the content of this module. participates and contributes actively to the educational process of this module. demonstrates respect for the other participants and commitment to the social improvement of this module. accepts responsibility for his learning behaviour of this module. develops a flexible attitude and open mind for self-reflection and selfdevelopment during the course of this module.

School of Graduate Studies

CHN Master Programme

Quality of Leisure and Tourism

3. Organisation of the module

The module comprises of a total of 140 study hours (5ECTS). These will be subdivided as follows: 32 contact hours 64 hours of self study (preparation lectures, seminars and test) 3 hours for the answering of theoretical questions (exam) 44 hours for the writing of an essay

Lectures Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Seminars Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8

Subject Can quality of life be measured? Social Identity Social Attitude Social Capital Social Changes Social Spaces Social Developments Quality of Life Subject Conceptual models and Quality of Life group preparation group preparation group preparation Cannibal Tours group preparation group preparation Presentations

Lecturer H.Kadijk M.Groters M.Groters H.Kadijk H.Kadijk A.Folmer A.Postma Guestlecture Lecturer H.Kadijk M.Groters M.Groters H.Kadijk H.Kadijk A.Folmer A.Postma

The written exam takes place in week 9 of the module.

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CHN Master Programme

Quality of Leisure and Tourism

4. Module Framework
The usefulness of the concept of Quality of Human Life, written by Joop Kramer

Please see Literature

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CHN Master Programme

Quality of Leisure and Tourism

5. Lectures and Seminars

1: Conceptual models and Quality of Life (Hanny Kadijk) Nowadays, quality of life seems to be a buzzword for everyone having a say on todays society. Scientifics have studied several approaches on the concept quality of life. Are studies on well-being, happiness and quality of life dealing with the same issues? And more: can we measure somebodys quality of life? Is quality of life the sum of social indicators and economic indices? Or is there more that adds to our quality of life? Lecture: Veenhoven, R. (2010). How universal is happiness?. In E. Diener & J. F. Helliwell & D. Kahneman (Eds.) International Differences in Well-Being, chapter 11, Oxford University Press, New York Veenhoven, R. (2011). What we know. In L. Bormans (Ed.) The World Book of Happiness, Lannoo Uitgeverij, Tielt, Belgium Seminar: Kramer, J (n.d.). The usefulness of the concept of Quality of Human Life

2: Social Identity / Human Mankind (Martin Groters) It has been acknowledged that identity development may be a difficult and complex task. Relatively little attention has been paid to social or lifestyle factors which may affect this developmental process. One important component of adolescent lifestyle, which may potentially facilitate or complicate the formation of personal and social identity, is that of leisure and free time use, including participation in leisure activities. Analysis of the relationship between leisure participation and adolescent (identity) development, therefore, is important for both practice-related and theoretical reasons. Lecture: Harris, D. (2005), Key Concepts in Leisure Studies. Identities, pp 155-161. Kelly, J.R. (1987), Freedom to be, A new sociology of leisure. Chapter 5, Social identity Theory. pp. 93-117. Seminar: Rojek, C., Shaw, S. and A. J. Veal (eds.) (2006), A Handbook of Leisure Studies. New York: Palgrave MacMillan. - Chapter 7 (Psychology and Social psychology and the Study of Leisure) - Chapter 29 (Identity) - Chapter 27 (Serious Leisure)

School of Graduate Studies

CHN Master Programme

Quality of Leisure and Tourism

3: Social Attitudes / Human Relations (Martin Groters) Our attitude towards activities in daily life influences whether we like the activities undertaken, or not. Different people form different attitudes. Group- and interpersonal relations have strong impact on how a person forms and changes his (leisure) attitude. Can we change our attitudes? And what role does our identity play in the expressed attitude? Real leisure is concerned with autonomy and freedom. Can we be free and autonomous and represent group identities at the same time? Lecture: Iso-ahola, Seppo (1980), The social psychology of leisure and recreation. Dubuque, IA: Wm C. Brown Co. Chapter 12: Leisure Attitudes. Seminar: Rojek, C., Shaw, S. and A. J. Veal (eds.) (2006), A Handbook of Leisure Studies. New York: Palgrave MacMillan. - Chapter 25 (Family Leisure) - Chapter 32 (Community)

4: Social Capital / Human Society (Hanny Kadijk) Like tools (physical capital) and training (human capital), social networks have value (social capital). Where the first two have been incorporated in (classic) economic sciences, the attention for social capital is relatively new. It is claimed that social capital has a positive effect at the community level and individual level. It raises the quality of the government, it stimulated economic growth and has a positive effect on health and self reported happiness. But social capital comes in many forms and not all have the same effect. How do social networks in society work and what is the implication for our quality of life? Lecture: Putnam, R. (2007) E Pluribus Unum: Diversity and Community in the Twenthy first Century, The 2006 Johan Skytte Prize Lecture Lancee, B. and Dronkers, J. Ethnic diversity in neighbourhoods and indvidual trust of immigrants and natives: A replication of Putnam (2007) in a WestEuropean country.

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CHN Master Programme

Quality of Leisure and Tourism

Seminar: Rojek, C., Shaw, S. and A. J. Veal (eds.) (2006), A Handbook of Leisure Studies. New York: Palgrave MacMillan. - Chapter 13 (Leisure and Gender) - Chapter 14 (Leisure and Ageing) - Chapter 15 (Race and Leisure)

5: Social Change / Cannibal Tours (Hanny Kadijk) There is a general consensus that our society, where everything is 'for sale', got commodified. At the same time, there is an explosive interest in authenticity: The bewildering array and bombardments of signs and impressions reinforce the individual's sense of alienation and loss of control. One of the problems we face is that the perception individuals have on 'the real thing' varies from person to person. If reality is a construction of the individual, then each individual will probably construct another reality and thus - which reality is the real one? How authentic should authenticity be? Lecture: MacCannell, D. (1999), The Tourist, ch. 5: Staged Authenticity, University of California Press (in library) Seminar: Documentary (Film): Cannibal Tours by ORourke

6: Social Spaces / Human Environment (Akke Folmer) This 4th dimension of Quality of leisure and Tourism will address the spatial point of view. In module SL1 Theoretical Perspectives the focus was on the spatial and the environmental system. However, in this module the focus will be on the meaning of the spatial environment for its citizens, both concerning their quality of life and their quality of leisure/tourism. Attention will be given to spatial perception, sense of place, place attachment, place/regional identity. Besides the current societal developments affecting these feelings will be discussed.

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CHN Master Programme

Quality of Leisure and Tourism

Lecture: To be announced Seminar: Rojek, C., Shaw, S. and A. J. Veal (eds.) (2006), A Handbook of Leisure Studies. New York: Palgrave MacMillan. - Chapter 8 (Geographies of leisure - David Crouch) 12 pp

7: Social Developments / Human Development (Albert Postma) This 5th dimension of the Quality of Leisure and Tourism will address developments and trends in society and how these affect our quality of life. Trends of today can be translated into different future scenarios. Items that will be discussed include: What are todays developments, tomorrows trends and how to develop different future scenarios? What will be the impact of the different scenarios in society? How to make strategic decisions in what scenario to focus upon, and why? Lecture: To be announced Seminar: Rojek, C., Shaw, S. and A. J. Veal (eds.) (2006), A Handbook of Leisure Studies. New York: Palgrave MacMillan. - Chapter 10 (The dualty of leisure policy) - Chapter 28 (Representation) - Chapter 33 (Resistance - Susan M. Shaw)

School of Graduate Studies

CHN Master Programme

Quality of Leisure and Tourism

6.

Work methods

The teaching format for this unit is a series of lectures and workshops. Lectures: The lectures provide a systematic introduction to the basic issues and the relevant materials. A lecture includes a lecturer-led discussion and debate. Seminars: The seminars provide a student-led presentation of issues and materials that are supplementary to the basic issues of the lecture. Each seminar a group of students student will be responsible to introduce and debate the theme of the seminar.

Some literature is provided in the modulebook, the student in charge is stimulated to add extra literature. The student in charge of the seminar is responsible to choose an educational method to discuss issues. Self-study: In consultation with the tutors, students will be expected to manager their programmes of study by selecting and interpreting relevant academic and professional literature; planning seminars and presentations and preparing material for assessment. This mode of learning will be supported and encouraged by the organisations of research presentations.

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CHN Master Programme

Quality of Leisure and Tourism

7.

Module assignment

General Idea: To test the students analytical and writing skills and their ability of quality questioning unit 2 will be assessed in small groups with a written report and an oral presentation. Each group of 4 students has to present a paper of a self developed model for quality questioning which is focused on the five quality issues of leisure and tourism, which can be derived from five perspectives on the quality of human life (model Kramer). Each quality issue/quality perspective has been discussed during the workshops of the module.

The assignment is subject to the following conditions: 1. Each group chooses one of the leisure forms as presented in 'A handbook of Leisure Studies' (Rojek, Shaw and Veal eds, 2006). These are: mass comunication and media (ch. 19) sport (ch. 20) art and entertainment (ch. 21) outdoor recreation (ch. 22) tourism (ch. 23)

2. The second step is to choose a specific group in society. Your choice is free and may vary from Moroccans living in Leeuwarden to Bulgarian students at Stenden to schoolchildren living in a specific neighbourhood to physically handicapped people and so on.

3. Literature about Quality of Life should be analysed and criticised in terms of five quality issues of leisure and tourism, which can be derived from five perspectives on the quality of human life. The next step is to analyse these issues in relation to the choosen form of leisure AND adopted group in society and discuss the consequences for the quality of life for that group. To do so, each group studies and analyses the literature as given and discussed during the module.

4. Each group collects own data on their specific adopted group in society to support the adaptation of the original model.

School of Graduate Studies

CHN Master Programme

Quality of Leisure and Tourism

Each group has to write a collective paper in which they: 1. Discuss, with reference to the studied literature (lectures and seminars), the fundamental model of five quality issues of leisure and tourism (as presented in the module book), which can be derived from five quality perspectives on the quality of human life. As a result, quality questions, referring to the five perspectives are presented.

2. The formulated quality questions (see 1) serve as an input to a new model. Develop an applied model which can be applied to the specific leisure form AND the adopted group in society in which the corresponding quality questions, which may be relevant for the selected field of application, are formulated and underpinned. The paper should cover 15-20 pages A4. In addition, each student should write a commentary report of 1-2 pages. This individual commentary report discusses the progress of the student with regard to the module competencies.

3. Each group has to present the applied model as a diagram, in which the quality questions related to the specific leisure form AND adopted group in society are schematically interrelated and based on quality issues of leisure and tourism which are derived from five perspectives on the quality of human life. Each student is responsible for the group presentation. The presentations are scheduled on Thursday week 8. Each presentation takes 30 minutes and is divided into 15minutes for presentation and 15 minutes for discussion.

School of Graduate Studies

CHN Master Programme

Quality of Leisure and Tourism

Group Report & Learner Report Assessment sheet

Each student presentation is to be assessed by at least one member of MILTS staff. These assessors should consider each of the following aspects in their assessment of each presentation. Name of group being Assessed: ___________________________________________

Aspects to be assessed

Introduction A brief yet coherent introduction to the issue(s) for investigation. Why is the work necessary (relevance)? How does the work relate to broader issues/previous work (context)?

Theoretical basis /current model Joop Kramer Demonstrate knowledge and understanding of the model. Provide a critical evaluation of the model based on arguments from literature.

New applied model A clear and coherent focus. A clear and coherent new model. A clear statement of the rationale for the chosen model. A clear justification for the changes made, compared to the model of Kramer. Relevance of the model for leisure sector.

Learner report Structured (intro-body-conclusion). Concise and on point. Demonstrate the ability to identify and analyse key issues regarding progress of achievement of competencies. Ability to draw appropriate conclusions. The report was written in appropriate English. Student 1 Student 2 Student 3 Student 4 Student 5

School of Graduate Studies

CHN Master Programme

Quality of Leisure and Tourism

Presentation Assessment sheet

Each student presentation is to be assessed by at least one member of MILTS staff. These assessors should consider each of the following aspects in their assessment of each presentation. Name of group being Assessed: ___________________________________________ Date of Presentation: ______________________________________________

Aspects to be assessed

Theoretical basis /current model Joop Kramer Demonstrate knowledge and understanding of the model. Provide a critical evaluation of the model based on arguments from literature.

New applied model A clear and coherent focus. A clear and coherent new model. A clear statement of the rationale for the chosen model. A clear justification for the changes made, compared to the model of Kramer. Relevance of the model for leisure sector.

Structure presentation Understandable? Structure & linking (opening, body, end). Timing. Presentation (posture/body language, intonation, English, speaking speed, eye contact, timing/time limit) Visual aids (attractive, readable, amount of information on slides, functional, integration in talk, explanation, handling of equipment) . Reply to questions (to the point).

Individual contribution Includes ability to reflect on different perspectives. Student 1 Student 2 Student 3 Student 4 Student 5

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CHN Master Programme

Quality of Leisure and Tourism

8.

Assessment

Assessment is based on: test with short essay questions group report individual report presentation
Assessment type SAT REP Description of item % weighing Qualifying mark (pass mark) 55% 55% Qualifying set * (-, 1) 1 1 Week due

REP

PR

Test with short essay type questions in last week of the unit Group report in which the five quality perspectives are reviewed for a particular issue in one of the leisure sectors Individual learners report in which the progress with regard to the module competencies is evaluated. Oral presentation based on the group work, assessed both as a group and per individual, in last week of the unit

30% 30%

10%

55%

Last week of the unit Last week of the unit

30%

55%

*MCT=tests with multiple choice questions; SAT=short answer test; EQT=tests with essay type questions; AP=active participation; PGA=peer group assessment; REP=report writing; EW=essay writing; PR=presentation; JL=journal; DP=dissertation proposal; DS=dissertation. *Where a subset of items must be passed when aggregated together theres a 1 in this column against all components making up the subset and the overall pass mark of 55% in the Qualifying Mark column. Such a set of items is called a Qualifying Set.

To pass this module a student is expected to earn 55% of 100 points (pass norm is 55 points) One re-sit will be offered. The report has to be handed in ultimately in week 2.9. Location will be announced later on.

School of Graduate Studies

CHN Master Programme

Quality of Leisure and Tourism

Reader

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CHN Master Programme

Quality of Leisure and Tourism

Lecture 1: Can Quality of Life be measured?

Reader: Veenhoven, R. (2010). How universal is happiness?. In E. Diener & J. F. Helliwell & D. Kahneman (Eds.) International Differences in Well-Being, chapter 11, Oxford University Press, New York Veenhoven, R. (2011). What we know. In L. Bormans (Ed.) The World Book of Happiness, Lannoo Uitgeverij, Tielt, Belgium

School of Graduate Studies

CHN Master Programme

Quality of Leisure and Tourism

Lecture 2: Leisure Identity

Reader: Harris, D. (2005), Key Concepts in Leisure Studies. Identities, pp 155-161. Kelly, J.R. (1987), Freedom to be, A new sociology of leisure. Chapter 5, Social identity Theory. pp. 93-117.

Booklist: Rojek, C., Shaw, S. and A. J. Veal (eds.) (2006), A Handbook of Leisure Studies. New York: Palgrave MacMillan. - Chapter 7 (Psychology and Social psychology and the Study of Leisure) - Chapter 29 (Identity) - Chapter 27 (Serious Leisure)

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CHN Master Programme

Quality of Leisure and Tourism

Lecture 3: Leisure Attitudes

Reader: Iso-ahola, Seppo (1980), The social psychology of leisure and recreation. Dubuque, IA: Wm C. Brown Co. Chapter 12: Leisure Attitudes.

Booklist: Rojek, C., Shaw, S. and A. J. Veal (eds.) (2006), A Handbook of Leisure Studies. New York: Palgrave MacMillan. - Chapter 25 (Family Leisure) - Chapter 32 (Community)

School of Graduate Studies

CHN Master Programme

Quality of Leisure and Tourism

Lecture 4: Social Capital

Reader: Putnam, R. (2007) E Pluribus Unum: Diversity and Community in the Twenthy first Century, The 2006 Johan Skytte Prize Lecture Lancee, B. and Dronkers, J. Ethnic diversity in neighbourhoods and indvidual trust of immigrants and natives: A replication of Putnam (2007) in a WestEuropean country.

Booklist: Rojek, C., Shaw, S. and A. J. Veal (eds.) (2006), A Handbook of Leisure Studies. New York: Palgrave MacMillan. - Chapter 13 (Leisure and Gender) - Chapter 14 (Leisure and Ageing) - Chapter 15 (Race and Leisure

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CHN Master Programme

Quality of Leisure and Tourism

Lecture 5 Cannibal Tours

Reader: MacCannell, D. (1999), The Tourist, ch. 5: Staged Authenticity, University of California Press (in library)

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CHN Master Programme

Quality of Leisure and Tourism

Lecture 6 Social Spaces

Reader: Booklist: Rojek, C., Shaw, S. and A. J. Veal (eds.) (2006), A Handbook of Leisure Studies. New York: Palgrave MacMillan. - Chapter 8 (Geographies of leisure - David Crouch) 12 pp

School of Graduate Studies

CHN Master Programme

Quality of Leisure and Tourism

Lecture 7 Social Developments

Reader: Booklist: Rojek, C., Shaw, S. and A. J. Veal (eds.) (2006), A Handbook of Leisure Studies. New York: Palgrave MacMillan. - Chapter 10 (The dualty of leisure policy - Fred Coalter) 15 pp - Chapter 28 (Representation - Chris Rojek) 13 pp - Chapter 33 (Resistance - Susan M. Shaw) 10 pp

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