Dades generals

Curs acadèmic:
2019
Descripció:
El turisme cultural es refereix als viatgers que visiten o experimenten el patrimoni construït, una cultura viva o les arts contemporànies.Per tant, el turisme cultural presenta una multitud de motius, recursos i experiències i és diferent per a cada persona i cada lloc visitat. En aquest context, una forma de veure els turistes culturals és el seu interès en elements del passat: de turistes de patrimoni a turistes casuals (i fins i tot reticent). De la mateixa manera, totes les destinacions tenen llocs patrimonials visitats pels turistes, i aquests llocs també són més o menys 'gestionats', amb la seva estratègia centrada principalment en la gestió de la conservació i el visitant. La gestió del turisme cultural és, doncs, un tema d'alt interès en la gestió del turisme, i el curs aportarà als alumnes les habilitats per comprendre el paper del patrimoni turístic (o el producte), el(s) mercat(s) i les estratègies de màrqueting, els impactes del turisme i altres pràctiques de gestió rellevants relacionades amb la gestió dels ingressos, la gestió dels visitants, la conservació, la interpretació, l'autenticitat i aspectos polítics del patrimoni.
Crèdits:
3

Grups

Grup A

Durada:
Semestral, 1r semestre
Professorat:
JUDITH DIAZ SAUCEDA  / NURIA GALI ESPELT
Idioma de les classes:
Anglès (100%)

Competències

  • CB 1 - Aprenentatge i la creativitat competències: el desenvolupament d'una actitud proactiva cap a la innovació, la capacitat d'adaptar-se als canvis i nous entorns, habilitats per a la presa de decisions i resoldre problemes en situacions d'incertesa, la capacitat per desenvolupar noves idees i utilitzar de manera creativa en un context de gestió, l'ús de la coneixements i capacitats obtinguts en els diferents contextos culturals, la capacitat d'integrar i crear nous coneixements, i fer judicis en entorns complexos i incerts
  • CB 2 - Competències analítiques: capacitat per a definir i seleccionar les prioritats per a l'assoliment dels objectius, el desenvolupament de la consciència crítica per interpretar i avaluar els resultats analítics, la capacitat d'emetre judicis amb informació incompleta o inconsistent, o on no hi ha codis d'ètica o professional o pràctiques d'orientació
  • CB 3 - Competències analítiques: capacitat per definir i seleccionar les prioritats per a l'assoliment dels objectius, el desenvolupament de la consciència crítica per interpretar i avaluar els resultats analítics, la capacitat d'emetre judicis amb informació incompleta o inconsistent, o on no hi ha codis d'ètica o professional o pràctiques d'orientació, la capacitat de cercar, seleccionar i analitzar la literatura rellevant a la investigació i resolució de problemes complexos
  • CB 4 - Competències de comunicació: capacitat de comunicar-se eficaçment conclusions de la investigació i el seu marc conceptual a una diversitat d'audiències, la capacitat d'articular els coneixements adquirits en les presentacions orals i escrites, capacitat d'escollir i aplicar les estratègies de comunicació apropiades de acord amb els objectius estratègics generals de l'organització
  • CB 5 - Competències de l'organització: capacitat per treballar en contextos de responsabilitat social, la capacitat de negociar i arribar a acords justos, la capacitat d'organitzar i dirigir grups o equips intercultural, la capacitat per identificar l'equip d'organització, i les competències individuals, la capacitat per planificar de manera integral i aplicar de forma més equitativa i estratègies sostenibles de desenvolupament turístic per a les generacions presents i futures
  • CE 13 - Capacitat d'explicar avaluar i aplicar estratègies alternatives per al desenvolupament i la gestió del turisme cultural en els entorns urbans

Continguts

1. The main aim of this course is to understand heritage sites and their visitors, as well as to acquire competences and skills to participate in the management of tourists at heritage sites in real life situations. Therefore, this course should prepare students to: 1. understand what heritage sites are and how and by whom they are visited; 2. understand the management of tourism at heritage sites.

2. This course will introduce students to the field of heritage tourism. Main Contents: 1. The product: The attraction (product) Interpretation The spatial perspective & the temporal perspective Elite vs ordinary heritage 2. The marketing: Market segments: existing and potential Advertisement, branding, distribution, etc. 3. The management: Raising revenue and Managing Visitors Heritage conservation Authenticity The politics of Heritage 4. Impacts of tourism

Activitats

Tipus d’activitat Hores amb professor Hores sense professor Total
Altres 0 0 0
Classes expositives 0 0 0
Classes participatives 0 0 0
Exposició dels estudiants 0 0 0
Lectura / comentari de textos 0 0 0
Sortida de camp 0 0 0
Treball en equip 0 0 0
Tutories 0 0 0
Total 0 0 0

Bibliografia

  • Timothy, D. J (2011). Cultural Heritage and Tourism: An introduction. . Bristol, UK: Channel View Publications.

Avaluació i qualificació

Activitats d'avaluació:

Descripció de l'activitat Avaluació de l'activitat %

Qualificació

Individual evaluation
Each student will meet with an examination panel to answer conceptual and management questions about cultural heritage management as learned in the field and from the readings to discuss their experiences. These tests will last approximately 8 minutes. More information about this will be provided in the class.
Heritage Tourism Site project report:
The written assignment will consist of a final team report. It should be no more than 15 pages in length (double spaced), but not less than 10 pages
The report should be a team effort with full participation of all team members. It will be a summary of the findings from the field experience and will describe the findings related to marketing, visitor management, revenue generation, conservation, interpretation and impacts. In class I will give you a specific worksheet to help guide your groups in developing the final report. It should be elaborated as if it was a study addressed to the managers of the site who are expecting an audit of the current strategies.
When reporting the results students should not focus solely on a description of the facts of the case, but rather focus on the assessment, its rationale, recommendations and proposals, problems, etc., always providing supporting evidence. In the analysis students should always try to anticipate potential objections to the recommendations and find convincing evidences of their suitability.

Criteris específics de la nota «No Presentat»:
GRADING SCALE
A - Excellent: For an excellent performance displaying a high level of command of all or nearly all the relevant aspects of the course. No aspect or only a few aspects of the course have minor weaknesses.
B - Very good: For a very good performance displaying a very good command of most relevant aspects of the course. Some of the aspects of the course have minor and/or major weaknesses, with none or only a few major weaknesses in them. No remaining aspects have serious weaknesses.
C - Good: For a good performance displaying a good command of most relevant aspects of the course. Most of the aspects of the course have minor weaknesses, and none or only a few of the other aspects have major weaknesses, with no remaining aspects having serious weaknesses.
D - Fair: For a fair performance displaying a fair command of most relevant aspects of the course. Some of the aspects of the course have minor weaknesses, and some other aspects have major weaknesses, with no or only a few of the remaining aspects having serious weaknesses.
E - Adequate: For a performance displaying an adequate command of most relevant aspects of the course. Most of the aspects of the course have minor weaknesses, and some other aspects have major weaknesses, with no or only a few of the remaining aspects having serious weaknesses.
Fx - Inadequate: For a performance, which displays inadequate command of most relevant aspects of the course. Some relevant aspects of the course have serious weaknesses, and/or most of these aspects have major weaknesses.
F - Poor: For a performance, which displays a poor command of most relevant aspects of the course. Most of the relevant aspects of the course have serious weaknesses.
The evaluation will be done according to the official grading scale based on the results of the written report and the oral examination, in the quality of individual participation in preparatory activities, classroom and the field trip activities, and in the quality of individual contributions to the group’s teamwork performance.

Observacions

Attendance
Class and field trip attendance are essential to the students’ success in this course. An excused absence can only be granted in cases of illness or family emergencies. Incompatible travel plans are considered unexcused absences. It is important and professional that students notify excused absences by e-mail to the instructors in advance, and when this is not possible, just after the absented class.
Participation
In-class and field trip contributions are an important part of our shared and learning experience. You are expected to come to class and to the field trip activities on time and make individual contributions by, providing evidences from your own experiences and from compulsory readings; advancing the discussions by making insightful comments and questions; listening attentively to the instructor and to the speakers in field trips; showing interest in your peers' comments, questions, and presentations; giving constructive feedback to your peers when appropriate, etc.
In class and teamwork discussions, there are no ‘right’ or ‘wrong’ answers. Rather we seek thoughtful contributions. Students’ insights of great quality can compensate other minor weaknesses found in other activities. A high ‘quality’ insight offers a different yet relevant point of view, is open to criticism, and moves the subject discussions forward.
Compulsory Readings
You are expected to read all the compulsory readings listed in the syllabus, well before the course starts. You might be required and/or expected to refer to all these materials, even if they are not explicitly presented, introduced or discussed in class. Classroom activities are not supposed to go through all these contents, but introduce selected topics and discussions from among all those present in the basic readings. After the readings, students are encouraged to propose topics and questions of interests for further discussion during the course, and sent them to the EMTM Consortium secretariat before the course starts.
Cell phone and laptop use
The time spent in lectures has been reduced to a bare minimum. To make the most of this time, full attention and involvement from the students are expected. You are welcome to bring your phones, laptops and other electronic devices, which you should only use for educational purposes and in-class related tasks. Lack of compliance with this requirement will be considered as a weakness.
Submission of assignments
Late assignments will either not be accepted or will incur in a grade penalty unless due to documented serious illness or family emergency.
Classroom Norms
Students must arrive to class on time and stay until the end of the class period. Chronically arriving late or leaving class early is unprofessional and disruptive to the entire class.  Lack of attendance, repeated tardiness, and lack of proper attention may have a negative impact on your grade.
Teamwork rules
Business activities involve group effort. Consequently, learning how to work effectively in a group is a critical part of competence building.
Every member is expected to carry an equal share of the group’s workload. As such, it is in everybody’s interest to be involved in all aspects of the project. Even when groups distribute some tasks among the individual members, the responsibility of the results are always shared by all the members. The group project will be graded as a whole: its different components will not be graded separately. 
It is recommended that each group establishes ground rules early in the process to facilitate joint teamwork, including a problem-solving process for handling conflicts. In the infrequent case where students believe that a group member is not carrying out his or her fair share of work, they are urged not to permit problems to develop to a point where they become serious. If students cannot resolve conflicts internally after their best efforts, they should be brought to our attention and we will help to find a resolution.
Students will also be asked to complete a peer formative evaluation form to evaluate the contribution of each of the group members (including your own contribution) at the conclusion of the project. If there is consensus that a group member did not contribute a fair share of work to the project, it will be counted as a weakness for that individual.