Estudia

• CG.8 Identificar llocs de treball en funció de les possibilitats que ofereix el mercat –local i global- i de les pròpies competències.
• CG.7 Avaluar la pròpia activitat i el propi aprenentatge i elaborar estratègies per millorar-los.
• CG.10 Utilitzar l'enginy i la creativitat per trobar solucions adequades a problemes inèdits.
• CG.4 Recollir i seleccionar informació de manera eficaç i eficient, en funció d'objectius predeterminats, i de diferent procedència i format, respectant l'autoria de les fonts.
• CE.8 Controlar les característiques i iniciatives de la direcció, gestió i planificació turística
• CE.10 Utilitzar tècniques, mètodes i models bàsics de les disciplines turístiques

1. BLOCK 1: DIGITAL COMMUNICATION ENVIRONMENT

          1.1. Unit 1. Digital communication channels

          1.2. Unit 2. The Community Manager

2. BLOCK 2. CONTENT MARKETING AND SOCIAL MEDIA

          2.1. Unit 3: Introduction to Social Media

          2.2. Unit 4. Virtual communities: the consumer of content

          2.3. Unit 6. Social Media Strategic Plan

          2.4. Unit 5. Influencers & Content Creators

          2.5. Unit 7. Content planning

3. BLOCK 3. SEARCH ENGINE MARKETING: SEO AND SEM

          3.1. Unit 8. Blogs as a positioning tool

4. BLOCK 4. DISPLAY ADVERTISING

          4.1. Unit 9. Creative formats and design

5. BLOCK 5. MOBILE MARKETING

          5.1. Unit 10 Adaptability of content in different media

6. BLOCK 6. WEB ANALYTICS.

          6.1. Unit 11 Tools for the Community Manager

• De-Veirman, M., Cauberghe, V. y Hudders, L. (2017). The impact of number of followers and product divergence on brand attitude. International Journal of Advertising, 36(5), 798-828
• Enke, N. y Borchers, N. S. (2019). A Conceptual Framework for Strategic Social Media Influencer Communication.... International Journal of Strategic Communication, 14(4), 261-277
• Haenlein, M., Anadol, E., Farnsworth, T., Hugo, H., Hunichen, J. y Welte, D. (2020). Navigating the new era of influencer marketing.... California Management Review, 63(1), 5-25
• Hudders, L., De-Jans, S. y De-Veirman, M. (2021). The commercialization of social media stars: a literature review and conceptual framework on the strategic use of social media influencers.. Dins N.S. Borchers (Ed.), Social media influencers in strategic communication (, p. 24-67). Routledge.
• Ouvrein, G., Pabian, S., Giles, D., Hudders, L. y De Backer, C. (2021). The web of influencers. A marketing-audience classification of smi.... Journal of Marketing Management, 37(), 1313-1342
• Rundin, K. y Colliander, J. (2021). Multifaceted influencers: toward a new typology for influencer roles in adver.... Journal of Advertising, 50(5), 548-564
• Smith, B.G., Golan, G. y Freberg, K. (2023). Influencer relations: Establishing the concept and process for public relations.. Public Relations Review, 49(2), 102305
• Wang, R. y Chan-Olmsted, S (2023). Decoding influencer marketing from a community perspective: typologies and m.... Asia Pacific Journal of Marketing and Logistics, 35(8), 1839-1856
• Gutiérrez-Aragón, Ó., Gassiot-Melian, A., Alabart-Algueró, J. y Campos-Roig, M. (2025). Análisis holístico de la comunicación interna y externa de los grupos castellero. Pasos, Revista de Turismo y Patrimonio Cultural, 23(1), 243-258
• Alabart-Algueró, J., Cuenca-Fontbona, J. y Gutiérrez-Aragón, Ó. (2025). El influencer desde la perspectiva de las relaciones públicas y su relevancia. Palabra Clave, 28(1),
• Alabart-Algueró, J., Gutiérrez-Aragón, Ó., Cuenca-Fontbona, J. y Fondevila-Gascón, J.F. (2025). Communication at equestrian events: analyzing pre-event advertising, broadc.... Cuadernos.info, 60(), 302-322
• IAB. Recuperat , a https://iabspain.es

Activitats d'avaluació:

CONTINUOUS ORDINARY CALL
Intended for face-to-face students. The student's performance in solving the cases, exercises and work that will be carried out during the semester will be assessed through:

1.Analysis of cases and resolution of exercises (weighting of 10% of the grade)
2.Preparation and presentation of monographic work (weighting of 40% of the grade)
3.Theoretical-practical assessment test (weighting of 50% of the mark): an exam that will include all the contents of the subject

Minimum requirements to pass: To pass the continuous assessment, in addition to reaching a mark of 5.00 points in the weighted average of all grades, the mark of the theoretical-practical assessment test must be at least 4.00 points. If you do not pass this call, you can make up in the extraordinary call.

SINGLE ORDINARY CALL
It will be carried out by both non-face-to-face students and those who have opted for the single assessment (renouncing continuous assessment). It will consist of a theoretical-practical test in which they will be evaluated on all the contents that will be worth 100% of the grade. If you do not pass this call, you can make up in the extraordinary call.

Minimum requirements to pass: at least a mark of 5.00 points must be obtained in the theoretical-practical test.

EXTRAORDINARY CALL
Students (face-to-face and non-face-to-face) who have not passed the ordinary call (both in its continuous and single modality) must take a theoretical-practical test in which they will be evaluated of all the contents, which will be worth 100% of the grade.

Minimum requirements to pass: at least a mark of 5.00 points must be obtained in the theoretical-practical test.

Criteris específics de la nota «No Presentat»:
According to the regulations of the University of Girona:
The qualification of “No -showed” completes the qualification call for the effects foreseen in the regulations of Permanence and progression in degree courses at the University of Girona.

Avaluació única:
It will be carried out by both non-face-to-face students and those who have opted for the single assessment (renouncing continuous assessment). It will consist of a theoretical-practical test in which they will be evaluated on all the contents that will be worth 100% of the grade. If you do not pass this call, you can make up in the extraordinary call.
Minimum requirements to pass: at least a mark of 5.00 points must be obtained in the theoretical-practical test.

The single assessment may be requested for one or more subjects when the interested party considers that they cannot undergo continuous evaluation for:
b1. Unsolvable work incompatibility (external internships not considered here).
b2. Long-term health problems.
b3. Serious family reasons.
b4. Existence of relevant academic difficulties to be able to follow the continuous evaluation of subjects not passed and enrolled in the second call or posterior.

Interested students must request it through the online secretary, attaching the relevant documentation, and the deadlines will be:
First semester subjects: 13/10/2025
Second semester subjects: 02/3/2026

Requisits mínims per aprovar:
To pass the continuous assessment, in addition to reaching a mark of 5.00 points in the weighted average of all grades, the mark of the theoretical-practical assessment test must be at least 4.00 points. If you do not pass this call, you can make up in the extraordinary call.

Students will receive tutoring from the teacher through personal meetings, videoconference or through email. The contact email with the teacher is julia.alabart@eum.es. The schedules of the tutorials will be set by mutual agreement between students and teacher, upon request by email. The face-to-face tutorials will be carried out (within the hours in which information is provided in the moodle of the subject and upon request) in the Company Office of the Consell de Cent Building, located at C/ Consell de Cent, 143. 08015 Barcelona

Communication and interaction with students will be carried out through all possible means foreseen according to the structures and regulations of the school, depending on the requirements of each specific situation: classrooms, moodle, email, videoconferencing.

This is a subject that addresses the concepts related to the strategies and tools of new information technologies, paying special attention to the different social media platforms and their particularities to achieve effective communication with audiences, improve the digital positioning of tourism companies and destinations, and design relevant content that contributes to the strategic objectives of organizations in the sector.
The figure of the community manager has become a fundamental pillar for organizations as they channel the voice of the company in digital environments and cultivate lasting relationships with audiences. In the tourism sector, its relevance is even greater as it acts as a virtual host throughout the traveller journey, inspires in the dreaming phase with emotional content, guides planning and reinforces confidence at the time of booking and during the stay through agile and personalised responses. In addition, their figure is crucial as they manage online reputation in the face of reviews and crises, boost the creation of user-generated content and, thanks to social analytics, provide key data that allow the offer to be adjusted and improve the overall traveller experience.

On the other hand, it is recommended that all students:

1. Respect for an appropriate learning and study environment in order to be able to take advantage of the theoretical and practical content that the teacher makes available to them throughout the development of the subject in an effective and efficient way
2. Attendance at individual tutorials, as it is a proven method of learning aid that is very useful and useful, especially in those cases where it is more difficult to understand the contents of the subject.

In this subject, an attendance control will be carried out at the beginning of each session for purely statistical purposes. Attendance is not mandatory, although it is fully recommended. Punctuality is required at the beginning of classes, so that the sessions take place with the least possible inconvenience. Since attendance at the sessions is not compulsory, students are required to have absolute respect for the teaching staff and the rest of the students (otherwise, they will be invited to leave the classroom).


Throughout the course, several of the Sustainable Development Goals (SDGs) will be handled or used, specifically those related to quality education, gender equality, reduction of inequalities, responsible production and consumption, climate action and partnerships to achieve goals.

Likewise, the gender perspective will be incorporated into the development of the sessions and various transversal competencies (soft skills) such as critical thinking, integrity, empathy, teamwork, constant and independent learning, communication, creativity and innovation, data analysis, digital skills, courtesy, flexibility, professionalism, responsibility, attitude towards work, professional ethics, conflict resolution, problem solving and negotiation will be worked on.