| Code: | LTU5333 | Acronym: | GDT |
| Teaching Area: | Tourism |
| Acronym | Study plan | Curriculum Years | ECTS | Contact hours | Total Hours |
|---|---|---|---|---|---|
| LTU | Aviso n.º 14344/2020, de 18 de setembro | 3º | 6 | 57 | 160 |
| Theoretical-Practical: | 47,00 |
| Other: | 0,00 |
Teaching - Hours
|
1. Concepts and terminology
2. Security and risk in tourism
2.1. Risk society
2.2. Terrorism and tourism
2.3. Risk Management Vs Security Management
3. Planning and security bodies
3.1. Purpose and Responsibilities
3.2. Safety and hygiene
3.3. Security programs and plans
4. Emergency planning
4.1. Security forces, agencies and services
4.2. Coordination plans
4.3. Risk Management Processes
5. Social, economic, political and business context of tourism that condition the success of new products and experiences
5.1. Creativity: Evolution and Definition
5.2. Creative economy; cultural and creative industries
5.3. Creativity in organizations. intrapreneurship
6. Creativity in Tourism Vs Tourism Product Creation
6.1. Product creation from the public sector vs the private sector
7. Public management of tourist resources, products and experiences.
7.1. Analysis of the territory's tourist potential
7.2. Development of products, resources and experiences from public administrations
7.3. Case Study
8. Development of tourism resources and experiences from the private sector
8.1 Stages of tourism product development
8.2 Feasibility study
8.3 Implementation
8.4 Marketing
The proposed program allows students to acquire the knowledge and develop the skills provided for in the objectives:
- theme 1 responds to objective 1, by presenting the technical terminology in the domain of security and crisis management;
- theme 2 allows us to respond to objective 2, contextualizing the risk society and the impacts of lack of security, crises, for example, terrorism, for tourism;
- theme 3 allows you to reach goal 3 by studying security plans;
- theme 4 responds to objectives 4 and 5, by presenting ethical and legal requirements, as well as the security entities for the sector.
- Theme 5 responds to objectives 6 and 7 , exploring the concepts and themes of creation and creativity.
- Theme 6 meets objective 8, which seeks to understand the different agents that can create a tourist product.
- Theme 7 and 8 respond to objective 8 and 9, which is dedicated to exploring the development of tourist resources and experiences from the public sector and runs through the entire process of creating a product or tourist experience.
| Agarwal, S., Page, S. J., & Mawby, R. ;Tourist security, terrorism risk management and tourist safety, Annals of Tourism Research, 2021 |
| Almeida, J. ;Turismo criativo: uma nova visão do Turismo, uma nova geração de experiências e emoções. , Instituto Superior de Gestão, 2019 |
| Morgan, M.; Lugosi, P. e Ritchie, J. ;The Tourism and Leisure Experience: Consumer and Managerial Perspectives. , Channel View Publications. , 2010 |
| Laws, E., Prideaux, B., Chon, K. ;Crisis Management in Tourism., Cabi Publishing. , 2007 |
| Bac, D. P., Bugnar, N. G., & Mester, L. E. ;Terrorism and its impacts on the tourism industry. , Revista Româna de Geografie Politica, 17(1), 5-11, 2015 |
| Beirman, D. ;Tourism Crisis and Safety Management., The SAGE Handbook of Tourism Management. , 2018 |
| Foris, D., Popescu, M., & Foris, T. ;A comprehensive review of the quality approach in tourism. , Intech Open Science, 10, 159-188. , 2018 |
| Seabra,C.;A influência do Terrorismo nos comportamentos de Viagens Internacionais. , Universidade de Aveiro, 2010 |
| Mansfeld,Y.; Pizam,A. ;Tourism, Security and Safety: from theory to practice, Elsevier, 2006 (Cap. 1 ¿ p. 1 a 6) |
| Gonçalves,F.;A interpretação do Património como fator de desenvolvimento do turismo cultural e criativo. O caso do Galo de Barcelo, Universidade de Aveiro, 2017 |
The contents will be presented in dynamic expository classes, where a strong student participation is intended, in order to promote communication, reflection and discussion of ideas in different themes. To this end, exercises, case studies, illustrative videos and other multimedia support material will be presented. Technical/practical sessions will be promoted (in classrooms and via e-learning platform), presentation sessions and work discussion.
The methodologies considered take into account the characteristics of the course. Despite being theoretical in nature, the use of case studies and other support materials aim to contribute to the achievement of the curricular unit's objectives, from an applied or practical point of view.
Avaliação distribuída com exame final
| Description | Type | Time (hours) | Conclusion Date |
|---|---|---|---|
| Attendance (estimated) | Lessons | 45 | |
| Others | Projectos | 12 | |
| Evaluation | Teste/Exame | 3 | |
| Study | Study | 100 | |
| Total: | 160 |
Continuous evaluation
2 written tests 2 x 35%
1 e-learning work: 20%
1 presentation: 10%
Under the General Regulation:
a) The students' attendance in classes will be recorded and, if the number of absences per student exceeds 30% of the total number of lessons scheduled for each course unit, the student will be automatically transferred to the final evaluation (regular season).
b) In the written tests and other assessment elements mentioned, it is necessary to obtain a minimum grade of 7.5 (seven point five) points.
c) If the student misses a test or receives a grade lower than 7.5 points in the tests or in another assessment element mentioned in the previous number, the student will be automatically transferred to the final evaluation (regular season).
d) If the student misses or obtains less than 7.5 in the second written test, held in the same date of the final exam in the regular season, they may apply for further evaluation in the Appeal season
e) All the written assessments included in the evaluation (reports, case studies, etc.) must be submitted through the Turnitin data base, available on the eLearning Platform, a similarity rate lower than 30% is accepted.
Final evaluation
Individual written test: 100%
The methodologies considered take into account the characteristics of the course. Despite being theoretical in nature, the use of case studies and other support materials aim to contribute to the achievement of the curricular unit's objectives, from an applied or practical point of view.