Study programme competencies |
Code
|
Study programme competences
|
A1 |
CE1 - Que os estudantes coñezan os principios da planificación e a xestión sustentable |
A2 |
CE3 - Aplicar sistemas de calidade e xestión social, ambiental e económica |
A3 |
CE4 - Que os alumnos aprendan as técnicas de dirección de organizacións públicas e de empresas do sector turístico |
A4 |
CE5 - Que os alumnos teñan coñecementos sobre a normativa que regula as actividades turísticas |
A5 |
CE6 - Saber manexar o capital social, entendendo o destino turístico como sistema e relacionar axentes implicados no desenvolvemento do produto turístico |
A6 |
CE8 - Planificar novos destinos e produtos turísticos |
A7 |
CE9 - Remodelar destinos turísticos maduros para adaptalos ás novas esixencias da demanda e ao desenvolvemento sustentable das comunidades receptoras |
A8 |
CE11 - Saber definir proxectos de investigación innovadores que repercutan positivamente no sector |
A9 |
CE12 - Utilizar as metodoloxías científicas adecuadas tanto cualitativas como cuantitativas |
A10 |
CE10 - Manexar as TIC para a comunicación, promoción e a comercialización |
B1 |
CB6 - Posuír e comprender coñecementos que acheguen unha base ou oportunidade de ser orixinais no desenvolvemento e/ou aplicación de ideas, a miúdo nun contexto de investigación |
B2 |
CB7 - Que os estudantes saiban aplicar os coñecementos adquiridos e a súa capacidade de resolución de problemas en contornas novas ou pouco coñecidos dentro de contextos máis amplos (ou multidisciplinares) relacionados coa súa área de estudo |
B3 |
CB8 - Que os estudantes sexan capaces de integrar coñecementos e enfrontarse á complexidade de formular xuízos a partir dunha información que, sendo incompleta ou limitada, inclúa reflexións sobre as responsabilidades sociais e éticas vinculadas á aplicación dos seus coñecementos e xuízos |
B4 |
CB9 - Que los estudiantes sepan comunicar sus conclusiones y los conocimientos y razones últimas que las sustentan a públicos especializados y no especializados de un modo claro y sin ambigüedades |
B5 |
CB10 - Que os estudantes posúan as habilidades de aprendizaxe que lles permitan continuar estudando dun modo que haberá de ser en gran medida autodirigido ou autónomo. |
B6 |
CG1 - Expresarse correctamente, tanto de forma verbal como escrita, nas linguas oficiais da Comunidade Autónoma |
B7 |
CG2 - Utilizar as ferramentas básicas das tecnoloxías da información e as comunicacións (TIC) necesarias para o exercicio da súa profesión e para a aprendizaxe ao longo da súa vida |
B8 |
CG3 - Desenvolverse para o exercicio dunha cidadanía aberta, culta, crítica, comprometida, democrática e solidaria, capaz de analizar a realidade, diagnosticar problemas, formular e implantar solucións baseada no coñecemento e orientadas ao ben común |
B9 |
CG4 - Entender a importancia da cultura emprendedora e coñecer os medios ao alcance das persoas emprendedoras |
B10 |
CG5 - Valorar criticamente o coñecemento, a tecnoloxía e a información dispoñible para resolver os problemas cos que deben enfrontarse |
B11 |
CG6 - Asumir como profesional e cidadán a importancia da aprendizaxe ao longo da vida |
C1 |
CT1 - Resolver problemas de forma efectiva |
C2 |
CT2 - Comunicarse de xeito afectiva nunha contorna de traballo |
C3 |
CT3 - Trabajar de forma autónoma con iniciativa |
C4 |
CT4 - Traballar de forma colaborativa |
C5 |
CT5 - Comportarse con ética e responsabilidade social como cidadán e como profesional |
C6 |
CT6 - Capacidade para interpretar, seleccionar e valorar conceptos adquiridos noutras disciplinas do ámbito turístico |
C7 |
CT7 - Capacidade para a aprendizaxe de novos métodos e teorías, que doten dunha gran versatilidad para adaptarse a novas situacións |
C8 |
CT8 - Comunicar por escrito e oralmente os coñecementos procedentes da linguaxe científica |
C9 |
CT9 - Capacidade para resolver problemas con iniciativa, toma de decisións, creatividade, razonamiento crítico e de comunicar e transmitir coñecementos habilidades e destrezas |
Learning aims |
Learning outcomes |
Study programme competences |
To know critically the theoretical foundations of tourism planning (Origin, historical evolution, current trends...) and the main planning models (strategic, indicative, minimum policies...) |
AJ1 AJ3 AJ4 AJ5 AJ6 AJ7 AR1 AR2 AC1
|
BC1 BC2 BC3 BC4 BC9
|
CC1
|
To know and implement the methodologies applicable in the processes of elaboration of product and destination plans both quantitative and qualitative. |
AJ1 AJ2 AJ4 AJ6 AR1 AR2
|
BC2 BC3 BC4 BC5 BC6 BC7 BC8 BC10
|
CC1 CC2 CC3 CC4 CC5 CC6 CC7 CC8 CC9
|
To manage the various phases of the elaboration of a plan, integrating the stakeholders that set up a tourist cluster |
AJ1 AJ2 AJ3 AJ4 AJ5 AJ6 AJ7 AR1 AR2 AC1
|
BC6 BC7 BC8 BC9 BC10
|
CC1 CC2 CC3 CC4 CC5 CC6 CC7 CC8 CC9
|
To write and to analyze critically evaluate action plans on destinations and products |
AJ1 AJ2
|
BC2 BC3 BC4 BC5 BC6 BC7 BC8 BC9 BC10 BC11
|
CC1 CC2 CC3 CC4 CC5 CC6 CC7 CC8 CC9
|
Contents |
Topic |
Sub-topic |
Theoretical basis on planning |
The concept of strategic planning: objectives and phases.
Historical evolution, typology, criticism and the situation of planning in Spain and Galicia.
The geographical problem: the delimitation of the tourist region |
The diagnosis in the tourist planning process: destiny and product |
Information gathering and diagnosis
Coordination of actors and consensus building
Technical assessment of priority objectives Image-Mission-Vision The consensus report |
Strategic Planning |
Identifying Tourism Development Goals
Formulation of a Development Strategy Program and Project Preparation Sources and Financing Commitments
Cluster-Focused Strategies |
Implementation, monitoring and evaluation-feedback of the plan |
The implementation of a plan
Designing a follow-up structure of the Plan Development of Effective Information Systems
Review and Feedback of the Plan |
Planning |
Methodologies / tests |
Competencies |
Ordinary class hours |
Student’s personal work hours |
Total hours |
Introductory activities |
A1 A10 A8 A9 B7 |
3 |
3 |
6 |
Guest lecture / keynote speech |
A1 A2 A3 A4 A5 A6 A7 A10 A8 A9 B1 B2 B3 B5 B4 B7 B9 |
10 |
20 |
30 |
Document analysis |
B6 B7 B8 B10 B9 B11 C1 C3 C5 C4 |
4 |
6 |
10 |
Collaborative learning |
B10 B9 C1 C2 C3 C4 C7 C6 C8 C9 |
4 |
8 |
12 |
Case study |
A1 A2 A3 A6 B3 B5 B4 B6 B8 B10 B9 C3 C8 C9 |
7 |
21 |
28 |
Workshop |
A1 A2 A3 A4 A5 A6 A7 A10 A8 A9 B1 B2 B3 B4 B6 B7 B10 B9 B11 C1 C2 C3 C5 C4 C6 C8 C9 |
10 |
40 |
50 |
Oral presentation |
A5 A6 A10 A9 B3 B4 B6 B8 B9 C1 C2 C3 C5 C4 |
4 |
4 |
8 |
|
Personalized attention |
|
6 |
0 |
6 |
|
(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students. |
Methodologies |
Methodologies |
Description |
Introductory activities |
At the beginning of each topic will identify the main objectives that are intended to be achieved, the logical sequence that will be followed in the presentation of contents, the prior knowledge recommended to facilitate the learning process and the specific bibliography. |
Guest lecture / keynote speech |
Every week in person, the basic knowledge of the subject will be explained, using audiovisual media and documentary sources as support. In these sessions the active participation of students will be necessary to facilitate the teaching-learning process. In the case of face-to-face students, they will have the presentations and materials necessary for the follow-up of the explanations in class and will be directly tutored. In the case of online students, the presentations will be accompanied by audio and video files with the necessary explanations by Teams app.
In this case the tutoring will be by Teams, mail telephone and skype. |
Document analysis |
From the subject's agenda, audiovisual or bibliographic material will be provided as a reference for developing some basic questions that the student must resolve in order to deliver to the teacher |
Collaborative learning |
Since what has been learned in the subject will result in the formulation of a plan, the sharing of the progress made in the plans that each student develops and the continuous debate on the proposals constitutes one of the best methods of collaborative learning. Each student will periodically comment on the peculiarities of their case and their progress, as well as respond and comment on the proposals of their peers. |
Case study |
One of the objectives of the subject is the elaboration of a critical analysis of an economic policy proposal, specifically the long-term plans proposed for Spain using the methodology and concepts explained in the subject. |
Workshop |
In the practical classes, under the supervision of the teacher and using the aforementioned methodologies (readings, analysis of documentary sources, discussions...) the student must perform a series of practical exercises. |
Oral presentation |
The proposal of plan prepared by each student will be presented and defended as the final task of the course. |
Personalized attention |
Methodologies
|
Guest lecture / keynote speech |
Case study |
Collaborative learning |
Workshop |
Oral presentation |
Introductory activities |
Document analysis |
|
Description |
Both the theoretical part of the subject and the practice and, especially, the case study within the latter, will be complemented with personalized attention from the students' consultations, providing guidance and support in the learning process, as well as motivating the expansion of knowledge following the interests. This activity will be carried out in person (in the teacher's tutoring schedules) or non-attendancen (via email, Teams app, by telephone or skype |
|
Assessment |
Methodologies
|
Competencies |
Description
|
Qualification
|
Case study |
A1 A2 A3 A6 B3 B5 B4 B6 B8 B10 B9 C3 C8 C9 |
A substantial part of the subject matter will be evaluated by drafting a plan on a destination or product. Each student will choose a destination to develop a plan throughout the course so that each part of the process studied in the class has its reflection in it, both internal and external analysis and the proposal of strategies and products. In the same way, attempts will be made to implement the methodologies and techniques proposed in class. Both field work and the application of quantitative and qualitative techniques will be essential in these works. |
50 |
Oral presentation |
A5 A6 A10 A9 B3 B4 B6 B8 B9 C1 C2 C3 C5 C4 |
The final work on the development of a plan will be presented and defended. The objective of this defense is to present the final results of the work and comment on the proposals developed for the specific case that the student chose. |
25 |
Document analysis |
B6 B7 B8 B10 B9 B11 C1 C3 C5 C4 |
A part of the subject will be evaluated through the critical study and analysis of current plans. For example, both the current Spanish and Galician tourist plan will be studied. the end of this work and the analysis of the processes explained in the theory in the implementation of a concrete plan. Foreign students will be able to choose plans from their home country for this analysis |
25 |
|
Assessment comments |
The subject has an eminently practical character, therefore, the evaluation of the tourist planning work carried out by the student will be carried out. In this sense, a continuous evaluation can be considered, since the tasks developed will be periodically monitored to comment on progress and difficulties. In the case of face-to-face students, this monitoring will be done directly in the workshops where contact will be continuous. In the case of distance learning students, the work is individual, but follow-up will be done through a weekly contact through the Teams platform where both progress in the project and doubts will be raised. In the latter case, the defense of the project will be done electronically.
|
Sources of information |
Basic
|
Vera Rebollo, J.F. (Coord.) (2013). Análisis territorial del turismo y planificación de destinos. Valencia: Tirant
André, Marien (2004). Casos de turismo cultural: de la planificación estratégica a la gestión de producto. Madrid: Ariel
Mclntyire, G., Hetherington, A., Inskeeo (2005). Desarrollo turístico sostenible: Guía para planificadores locales. Madrid: OMT
Diaz, Beatriz (2011). Diseño de productos turísticos. Madrid: Síntesis
Mirabell Izard, Oriol (2010). Gestión pública del turismo. Barcelona: UOC
Hermosilla Pla, Jorge (2017). Guía para la elaboración de planes de desarrollo territorial turístico. Valencia: Universidad de Valencia
Ayestarán Crespo, Raquel (2012). Planificación Estratégica y gestión de la publicidad: conectando con el consumidor. Madrid: Esic
Antón, S. y González, F. (2005). Planificación territorial del turismo. . Bacelona: UOC
Phillips, R and Roberts, S (2013). Tourism, Planning and Community Developmente. London: Routledge |
|
Complementary
|
|
|
Recommendations |
Subjects that it is recommended to have taken before |
|
Subjects that are recommended to be taken simultaneously |
|
Subjects that continue the syllabus |
|
Other comments |
1. The delivery of the documentary work carried out in this matter:
a. It will be requested in virtual format and/or computer support
b. It will be done through Moodle, in digital format without the need to print them
2. The importance of ethical principles related to sustainability values ??and personal and professional behaviors must be taken into account.
3. Work will be done to identify and modify prejudices and sexist attitudes, and the environment will be influenced to modify them and promote values ??of respect and equality.
4. The full integration of students who, for physical, sensory, psychological or socio-cultural reasons, experience difficulties in accessing appropriate, equal and profitable university life will be facilitated. |
|