UNIVERSITY OF KENT

Module Specification

1  The title of the module:

Tourism and Conservation (DI506)

2 The School which will be responsible for management of the module:

Anthropology and Conservation

3 The Start Date of the Module:

2000

4. The cohort of students (onwards) to which the module will be applicable:

2011-12 entry

5 The number of students expected to take the module:

75

6 Modules to be withdrawn on the introduction of this proposed module and consultation with other relevant Schools and Faculties regarding the withdrawal:

None

7 The level of the module (eg Certificate [C], Intermediate [I], Honours [H] or Postgraduate [M]):

H (FHEQ Level: 6)

8 The number of credits which the module represents:

15

9 Which term(s) the module is to be taught in (or other teaching pattern):

Spring term

10 Prerequisite and co-requisite modules:

None

11 The programmes of study to which the module contributes:

BSc Wildlife Conservation

12 The intended subject specific learning outcomes and, as appropriate, their relationship to programme learning outcomes

Specific learning outcomes:

12.1. Acquisition of factual and conceptual knowledge on the subject areas listed in the curriculum synopsis, below

12.2. Acquisition of practical tools for visitor management

These will contribute to the following subject-specific programme learning outcomes:

A3. Practical understanding of wildlife conservation (12.1, 12.2).

A5. Appreciating the relationship between local communities and wildlife conservation (12.1)

A6. Issues and practices involved with managing wildlife both within and away from protected areas (12.2)

C4. Skills for analysing and appraising conservation case studies (12.1, 12.2)

C5. Skills for environmental education (12.1, 12.2)

C7. Skills for management of protected areas (12.2)

13 The intended generic learning outcomes and, as appropriate, their relationship to programme learning outcomes

Generic learning outcomes:

13.1 The ability to carry out library research, critically evaluate published journal papers, and cite them correctly

13.2 The ability to produce a concise and well-structured piece of written work on a set topic.

13.3 Increased confidence in presentations, group work, critical evaluation and seminar participation.

These will contribute to the following subject-specific programme learning outcomes:

B1. General learning and study skills (13.1, 13.2, 13.3)

B2. Critical and analytical skills. (13.3, 13.2,13.3)

B3. Ability to express ideas in writing and orally (13.1, 13.2)

B5. Ability to interpret scholarly publications (13.1, 13.2, 13.3)

B7. Ability to make a structured and logical argument (13.2, 13.3)

D1. Computer skills (13.1, 13.2)

D2. Presentation skills (13.3)

D3. Report and proposal writing (13.1, 13.2)

D4. Time management (13.1, 13.2)

D5. Library skills (13.1)

D6. Independent research skills (13.1, 13.2)

D7. Group work skills (13.3)

14 A synopsis of the curriculum

Nature-based tourism is a subject of growing importance in biodiversity conservation, wildlife management, and community development. This course will introduce students to the conceptual, ethical and practical issues concerning environmental, social, cultural and economic impacts of tourism, and will provide them with some basic tools for visitor and site management. It thus contributes to the core aim of the DICE BSc degree programmes in providing essential theoretical and practical training for conservation and wildlife managers. It is also one of the modules within the DICE degrees that focuses on social aspects of conservation, thus strengthening the interdisciplinary nature of the degrees.

The course will cover the following subject areas:

1: An introduction to the tourism industry: ecotourism and its significance for conservation.

2. Environmental impacts of tourism and visitor management

3. An introduction to the anthropology of tourism: host-guest relationships: social and cultural

impacts of tourism; community-based tourism

4. Tourism, protected areas and local communities

5. Tourism economics, conservation and community development.

6. Multidisciplinary approaches to tourism

15 Indicative Reading List

Introductory reading:

Fennell, D. 2007 Ecotourism: An Introduction. Routledge. 2nd Edition.

Honey, M (2008) Ecotourism and Sustainable Development: Who Owns Paradise? Island

Press. 2nd Edition.

Mowforth, M. and I. Munt (2003), Tourism and Sustainability. Routledge, London. 2nd Edition.

A much more extensive reading list is provided at the start of the course.

16 Learning and Teaching Methods, including the nature and number of contact hours and the total study hours which will be expected of students, and how these relate to achievement of the intended learning outcomes

Contact hours consist of eleven 1-hour lectures and eleven 1-hour seminars, giving a total of 22 hours. Lectures are used to provide a core body of information on which the rest of the course is constructed, and are illustrated with case study presentations (learning outcomes 12.1, 12.2). Seminars are highly participative and require students to work in teams, to debate, and to make presentations. Seminars also make use of role play as well as conventional sessions to discuss set texts and lectures (12.1, 12.2, 13.3). Throughout the course, the emphasis is on critical evaluation and recognition that there is often no absolute ‘correct’ answer.

Students are expected to carry out independent study up to a total of 128 hours, which will include background reading to the course (est. 44 hours) and assessed written assignments (est. 44 hours) (learning outcomes 12.1, 12.2, 13.1, 13.2, 13.3). It will also include revision for exams (est. 40 hours; learning outcomes 12.1, 13.2).

17 Assessment methods and how these relate to testing achievement of the intended learning outcomes

Assessment is 50% by a written assignment (learning outcomes 12.1, 12.2, 13.1, 13.2, 13.3) and 50% by examination (12.1, 13.2). The assignments (of up to 2500 words) will test students’ ability to carry out library research and produce coherent written accounts of the subjects set. The examination will put greater emphasis on testing knowledge acquisition, though a good mark will also require evidence of critical evaluation and concise organisation of material. Generic assessment criteria are available for the DICE BScs and will be followed.

18 Implications for learning resources, including staff, library, IT and space

Since this is an existing course there are no implications.

19 The School recognises and has embedded the expectations of current disability equality legislation, and supports students with a declared disability or special educational need in its teaching. Within this module we will make reasonable adjustments wherever necessary, including additional or substitute materials, teaching modes or assessment methods for students who have declared and discussed their learning support needs. Arrangements for students with declared disabilities will be made on an individual basis, in consultation with the University’s disability/dyslexia support service, and specialist support will be provided where needed.

20. Campus(es) where module will be delivered

Canterbury Campus

Statement by the Director of Learning and Teaching: "I confirm I have been consulted on the above module proposal and have given advice on the correct procedures and required content of module proposals"

......
Director of Learning and Teaching / ......
Date

Statement by the Head of School: "I confirm that the School has approved the introduction of the module and, where the module is proposed by School staff, will be responsible for its resourcing"

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Head of School / ......
Date

(Where the module is proposed by an Associate College)

Statement by the Nominated Officer of the College: "I confirm that the College has approved the introduction of the module and will be responsible for its resourcing"

......
Associate College / ......
Date