| Competences |
| Type A | Code | Competences Specific |
| A1 | Understand the principles of tourism: its spatial, social, economic, business, cultural, legal, political, labour, and environmental dimensions, applying social responsibility and sustainability principles | |
| A7 | Analyse and evaluate the functioning of world destinations, their governance and tourism structures and productive tourism activities | |
| Type B | Code | Competences Transversal |
| Type C | Code | Competences Nuclear |
| Learning outcomes |
| Type A | Code | Learning outcomes |
| A1 |
Understand and distinguish the different concepts of hospitality Understand the basic concepts related to the environment and sustainability Know the different stages in the relationship between human species and the environment Explain the different perceptions about environmental problems according to the socioeconomic context | |
| A7 |
Understand the complexity of the tourism sector and identify the participating agents Recognize and identify global tourism trends and forecasts | |
| Type B | Code | Learning outcomes |
| Type C | Code | Learning outcomes |
| Contents |
| Topic | Sub-topic |
| 1. |
Introduction |
| 2. | History and evolution |
| 3. | Analysis of tourism data |
| 4. | Agents in the tourism industry |
| 5. | Tourism and territory |
| 6. | Types of tourism |
| Planning |
| Methodologies :: Tests | ||||||||||
| Competences | (*) Class hours |
Hours outside the classroom |
(**) Total hours | |||||||
| Introductory activities |
|
2 | 1 | 3 | ||||||
| Lecture |
|
22 | 28 | 50 | ||||||
| Debates |
|
6 | 8 | 14 | ||||||
| Collaborative work |
|
6 | 2 | 8 | ||||||
| IT-based practicals in computer rooms |
|
4 | 2 | 6 | ||||||
| Presentations / oral communications |
|
4 | 25 | 29 | ||||||
| Collaborative work |
|
2 | 0 | 2 | ||||||
| Collaborative work |
|
4 | 4 | 8 | ||||||
| Collaborative work |
|
4 | 0 | 4 | ||||||
| Personal attention |
|
2 | 0 | 2 | ||||||
| Mixed tests |
|
4 | 20 | 24 | ||||||
| (*) On e-learning, hours of virtual attendance of the teacher. (**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. | ||||||||||
| Methodologies |
| Description | |
| Introductory activities | Activities designed to make contact with students, collect information about them and present the subject. |
| Lecture | Description of the contents of the subject. |
| Debates | Activity in which two or more groups defend opposing positions on a particular issue. |
| Collaborative work | Students engage in group work. The main aim of this activity is for students to work together to achieve a common goal. All the members contribute their own knowledge and learning to the knowledge and learning of the group. |
| IT-based practicals in computer rooms | Students apply the theory of a particular knowledge area in a practical context. Practical IT exercises. |
| Presentations / oral communications | Oral presentations by the students on particular issues. They can be delivered face to face, by video recording or live by videoconference |
| Collaborative work | Students engage in group work. The main aim of this activity is for students to work together to achieve a common goal. All the members contribute their own knowledge and learning to the knowledge and learning of the group. In this particular activity, the class is splitted in two groups. The goal is to beat the other group. |
| Collaborative work | Representació d'una obra de teatre preparada pels alumnes. |
| Collaborative work | Elaboració d'un pòster. |
| Personal attention | Every lecturer has time set aside to attend students and respond to their queries. Students can be seen face to face or use the subject’s online forum and/or web conferencing. |
| Personalized attention |
| Description |
| Personalized attention to clarify doubts (at the beginning of the period of teaching, each professor will indicate specific weekly hours). |
| Assessment |
| Methodologies | Competences | Description | Weight | ||||
| Debates |
|
Activity in which two or more groups defend opposing positions on a particular issue. | 5% | ||||
| Collaborative work |
|
Students engage in group work. The main aim of this activity is for students to work together to achieve a common goal. All the members contribute their own knowledge and learning to the knowledge and learning of the group. | 10% | ||||
| IT-based practicals in computer rooms |
|
Practical IT exercises. | 10% | ||||
| Presentations / oral communications |
|
Oral presentations | 20% | ||||
| Collaborative work |
|
Students engage in group work. The main aim of this activity is for students to work together to achieve a common goal. All the members contribute their own knowledge and learning to the knowledge and learning of the group. In this particular activity, the class is splitted in two groups. The goal is to beat the other group. | 5% | ||||
| Collaborative work |
|
Students will have to devise a dramatization of the content of the course. | 5% | ||||
| Collaborative work |
|
Students will have to work in group to create a poster that details a tourist offer. | 5% | ||||
| Mixed tests |
|
Mixed tests | 40% | ||||
| Others |
| Other comments and second exam session | |||
|
|
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| Sources of information |
| Basic |
WTO, Introduction to Tourism, , 1998
WTO, Handbook on Tourism Product Development, , 2011 |
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| Complementary | |||||||||
| Recommendations |
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.