MODULE HANDBOOK

BUSI 1214 Contemporary Issues in Events Management

2021-22
Contents

1. Welcome message from your Module Leader......................................................................2

2. Key contacts......................................................................................................................... 3
3. Module details and learning outcomes.................................................................................3
4. Enquiry-Based Learning and Research-Led Teaching.........................................................4
5. Employability........................................................................................................................ 4
6. Key Dates............................................................................................................................. 5
7. Schedule of teaching and learning activities........................................................................6
8. Assessment.......................................................................................................................... 8
9. Resit assessments............................................................................................................. 14
10 Reading recommendations................................................................................................ 14
11. Additional module information........................................................................................ 16
12. Changes to the module......................................................................................................... 16
13. Other Details.................................................................................................................. 17

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 1. Welcome message from your Module Leader

Welcome to Contemporary Issues in Events Management!

We live and work in a complex, dynamic environment. To thrive, you need to keep up to
date with the current trends and issues which are impacting the industry in which you
work. Successful event managers need to become life-long learners to develop and
implement informed strategies. As a soon-to-be graduate, you may be asked about
current industry issues during a job interview and as an employee, you will be expected
to solve problems. This module has been designed for you to work as partners with us,
the tutors, and each other, in researching and analysing contemporary issues faced by
events industry professionals. You are expected to actively engage in debate and
discussion to co-create knowledge and communicate your findings through innovative
platforms such as workshops, blogs, vlogs, and podcasts.

The events industry works across a variety of cultures with different ethics, values and
communications practices so you are encouraged to relate your studies to your own
experiences and perspectives.

This handbook provides essential information about this module including the aims and
learning outcomes, the schedule of teaching and learning activities, assessment tasks,
reading recommendations and, if applicable, any additional resources that you will need.
Please read it at the start of term so you are aware of key details and important dates.

We look forward to working with you on this module!

All the best,

Ewa Pam

Dr Ewa Krolikowska Dr Pamela Zigomo

Module Leader Module Lecturer
ke22@gre.ac.uk p.zigomo@greenwich.ac.uk

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 2. Key contacts
The list below provides contact details of the module team.

Name and photograph

Module Leader: Ho Huu Luc

Location: HCM
Email: luchh@fpt.edu.vn
Tel:
Office hours: To be confirmed
Module Tutor: Ho Huu Luc

Location: HCM
Email: luchh@fpt.edu.vn
Tel:
Office hours: To be confirmed
Department Administrator: Tran Minh Phang
Location: HCM
Email: phangtm@fpt.edu.vn
Tel:

3. Module details and learning outcomes

Host Faculty: Business

Host School: Marketing, Events and Tourism
Number of Credits: 30
Term(s) of delivery: 1 / 2
Site(s) of delivery: Maritime
Pre-requisite modules: None
Co-requisite modules: None

Aims:
The aim of this module is to use innovative methods to engage students with theory,
industry standards and best practice in order to contribute to a more professional events
industry. Students will critically reflect on the benefits of keeping regularly informed
through reliable sources about trends and issues affecting the events industry. Students
will investigate current issues which are impacting on the events industry and
disseminate their findings through different channels.

Learning Outcomes:
On successful completion of this module a student will be able to:
1 Critically analyse a range of literature on contemporary issues impacting on the events
industry
2 Create solutions based on secondary research to contemporary issues which pose a
challenge to event managers
3 Critically reflect on the benefits of monitoring current issues and trends to their career,
professional practice and the industry
4 Disseminate findings from their research in an engaging way, using innovative

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channels
5 Critically analyse the wider issues, trends and impacts affecting the events industry
6 Discuss alternative perspectives on contemporary issues in discussion and debate with
peers

4. Enquiry-Based Learning and Research-Led Teaching

Enquiry-Based Learning (EBL)

Defined as ‘an approach based on self-directed enquiry or investigation in which the

student is actively engaged in the process of enquiry facilitated by a teacher. EBL uses
real life scenarios (for example, from case studies, company visits, and project work)
and students investigate topics of relevance that foster the skills of experimental
design, data collection, critical analysis and problem-solving’.

Enquiry based learning is embedded within the design of this module. Students
investigate selected contemporary issues; analyse them through secondary research
and discussion with peers and tutors; and propose solutions to problems identified
through their research.

Research-Led Teaching (RLT)

An element of Enquiry Based Learning links to RLT, which involves faculty

introducing students to their own research where it is relevant to the curriculum being
taught as well as drawing on their own knowledge of research developments in the
field, introducing them to the work of other researchers. RLT sees students as active
participants in the research process, not just as an audience. This is achieved by
discussing such developments in lectures and classes and setting reading lists
including recent research publications at the frontier of the field. The definition of a
diverse assessment regime at the programme level (incorporating an expectation of
familiarity with, and use of, such publications in assignments) and the inclusion of
projects at every level of the programme is also fundamental to achieving these
objectives.

Research-led teaching is embedded in this module through debate and discussion in

student-led workshops and tutor-led classes. The tutors are both research-active and
will present their own research where relevant. Students are encouraged to identify
and research original and current topics for their blog/podcast/video and workshop
assignments.

5. Employability

The skills gained on this module will give you a competitive advantage in the
workplace. In particular, this module will give you the following employability skills:
a. Generic Competencies
Level 6: Group work – set goals including influencing, planning, questioning, listening,
persuading, interpersonal sensitivity. Group work tasks should include an element of
reflection on how the task was managed and how the group worked together. Include

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presentations at all levels – note that this could be short presentations in personal tutorial
groups.
Assessed on the module: In the student workshop and Blog/Podcast/Vlog reflection on
the student workshop.
Employment: You can tell employers in job interviews and write on your CV that you
have researched and delivered a workshop to your fellow students. Employers will value
that you can work as part of a team.

Level 6: Substantial written element emphasising clear formatting, spelling and

grammar within a clear, well-reasoned narrative.
Assessed on the module: In the Blog assignment and Student Workshop slides.
Employment: Employers will value good quality writing in different formats.

b. Organisational Awareness
Level 6: Where professional body requirements permit there should be opportunities for
research into current trends and understanding how sectors are linked.
Assessed on the module: Students conduct research on contemporary issues through
their workshop and blog/podcast/video assignments.
Employment: Students’ ability to conduct research into current trends and understand
the events industry is important to employers and to students’ future career progression.

You can find out more about the Greenwich Employability Passport at: Greenwich
Employability Passport for students

Information about the Career Centre is available at: Career transition and job search

6. Key Dates
2021/22 Term Dates

Please note that dates may differ depending on when you start your programme of study, and where you
are studying. Please refer to https://docs.gre.ac.uk/rep/sas/term-dates for full details, and details of
University closure dates.

Welcome Week 13th September 2021 24th September 2021

Term 1 27th September 2021 17th December 2021
Examination Period 10th January 2022 14th January 2022
Term 2 17th January 2022 8th April 2022
Examination Period 3rd May 2022 20th May 2022
Resit Examination Period 18th July 2022 22nd July 2022

7. Schedule of teaching and learning activities

Term One
Week Session Session Title and Reading to complete
commencing Description
27 Sept 2021 Lecture Module Introduction (EK) Module handbook
Seminar Researching contemporary Article: Park and Park (2017)
issues in event Thematic trends in event management

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 management (Part 1) research
Podcast: Manchester Central Chat
4 Oct 2021 Lecture Student Workshop Module handbook
assignment briefing (EK)
Seminar Innovative ideas for Article: Stigmar (2016) Peer-to-peer
developing an engaging teaching in higher education
workshop experience Eventbrite blog (2019) Fun workshop
activities to engage your audience
11 Oct 2021 Lecture Co-creating neotribal Article: Lundberg, C. & Ziakas, V.
events – The rise of (2018) Fantrepreneurs in the sharing
Instabloggers and economy – cocreating neotribal events
fantrepreneurs as key
event stakeholders (PZ)
Seminar Researching contemporary
issues in event
management (Part 2)
18 Oct 2021 Lecture Building social bonds in Article: Krolikowska et al (2019) Ties
events business that bind: an attachment theory
relationships (EK) perspective of social bonds
Seminar Discussing strategies for
different event business
relationship situations
25 Oct 2021 Lecture Creating customer loyalty Article: Drengner, J. Jahn, S. and
through event experience Gaus, H. (2012) Creating loyalty in
(EK) collective hedonic services

Seminar Case studies on events

loyalty programmes
1 Nov 2021 Lecture Critical Event Studies (PZ) White, Z. & Stadler, R. (2018) “I don’t
think they give a monkey’s about me”:
exploring stakeholder power and
community alienation at Glastonbury
Festival in Jepson, A. & Clarke, A
‘Power, construction and meaning in
festivals.
Seminar Formative Assignment:
Students work in groups to
practice their workshop
assignment with tutor
guidance
8 Nov 2021 Assess- Student Workshops 1: Readings will be chosen by students
ment Please see the Moodle site giving the workshops and posted on
for further details. Moodle.
15 Nov 2021 Assess- Student Workshops 2: Readings will be chosen by students
ment Please see the Moodle site giving the workshops and posted on
for further details. Moodle.
22 Nov 2021 Assess- Student Workshops 3: Readings will be chosen by students
ment Please see the Moodle site giving the workshops and posted on
for further details. Moodle.

Week Session Session Title and Reading to complete

commencing Description
29 Nov 2021 Lecture Guest lecture by Linda See links to readings on Moodle site
Onyeme:
The Nigerian Events
Industry
Seminar Discussion based on
Moodle readings
6 Dec 2021 Lecture Assignment 2 briefing 1: Examples of a blog, podcast and vlog

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 Blog/Podcast/Vlog (EK) from last year’s assignments will be
available on Moodle
Seminar Small group discussion on
working with the different
assignment formats and
choosing appropriate topics
13 Dec 2021 Lecture Events as Criminogenic Preventing serious youth violence
spaces (PZ) what works? (2018)
https://www.tnlcommunityfund.org.uk/
media/documents/BLF_KL18-12-
Serious-Violence.pdf?
mtime=20181017132115
Seminar Analysis of case study
examples and debate (PZ)
Term Two
Week Session Session Title and Reading to complete
commencing Description
17 Jan 2022 Lecture Assignment 2 briefing 2: Three examples of student blogs from
Blog/Podcast/Vlog (EK) previous years have been uploaded
Seminar In small groups, students onto Moodle
will analyse three examples
of student blogs and
identify the strengths and
weaknesses of each one
24 Jan 2022 Lecture Career choices and Article: Dashper, K. (2017) Confident,
diversity of jobs in the focused and connected: the
Events Industry (PZ) importance of mentoring for women’s
career development in the events
industry
Seminar Understanding the impact
of diversity on the UK Event
Industry Board
31 Jan 2022 Lecture The impact of data ICO website – Guide to UK General
protection and GDPR on Protection Data Regulation
the UK events industry (EK)
Seminar GDPR Quiz
7 Feb 2022 Lecture Participatory Event Design Article: Zigomo, P. & Hull, R. (2018)
(PZ) Unlocking Doors: Decolonising the
design of an art exhibition in
Zimbabwe
Seminar
14 Feb 2022 Lecture Sustainable Marketing and Article: White et al (2019) How to
Consumer behaviour SHIFT Consumer Behaviors to be
more sustainable
Seminar To be confirmed
21 Feb 2022 Lecture Wellness and Lifestyle Article: Consumer perceptions and
movements and their concerns about the healthfulness and
implications on the events safety of food served at fairs and
industry (PZ) festivals. (2000) Boo, GC. Ghiselli, R.
Almanza, BA.
Seminar Working in the third sector
28 February Assess- Assessment 2 Clinic Students will make individual
2022 ment (FORMATIVE appointments with the tutors to get
Clinic ASSESSMENT) feedback on their blog, podcast or
video work (EK/PZ)
7 March Lecture Guest Lecture Technology http://www.miceknowledge.com/about-
2022 for business events, Dr Rob rob-davidson/
Davidson, Managing
Director, MICE Knowledge

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 Assess- Assessment 2 Clinic Students will make individual
ment (FORMATIVE appointments with the tutors to get
Clinic ASSESSMENT) feedback on their blog, podcast or
video work (EK/PZ)
14 March Lecture Trends related to financial
2022 practices of event
audiences (PZ)

Seminar Reflection on what you

have learnt on this module
21 March Work- Half-Day Employability Preparation to be confirmed nearer the
2022 shop Workshop time.
28 March All three employability
2022 sessions will run on one
4 April 2022 day. Date to be confirmed.
The workshop will be led by
external guest lecturers
from the events industry
and recruitment industry.
11 April 2022 Spring Break

18 April 2022 Spring Break

In addition to the teaching and learning activities within the module, additional
study support can be seen at: Academic Skills

8. Assessment
First sit Deadline or Weighting Maximum Marking type Learning
assessments exam period out of length outcomes
100%* mapped to this
assessment.
Student 26 November 30% 10 minutes Stepped 1, 2, 4, 6
Workshop 2021 at 23:30
Blog, podcast or 1 April 2022 at 70% 4000 words Stepped 1, 3, 4, 5
video 23:30 or
equivalent

*The weighting refers to the proportion of the overall module result that each assessment
task accounts for.
Student Workshop Assignment

1. Guidance

Students are required to research, create and deliver a 10-minute individual workshop
based on a contemporary issue which is currently impacting the events industry. Students
will be marked individually on their workshop assignment however they can work in
small groups to deliver their 10-minute workshop within a longer topic session e.g. five
students can deliver a 50-minute topic session consisting of five individual workshops.

What is a workshop?
The Collins Dictionary defines a workshop as:

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“a period of discussion or practical work on a particular subject in which a group of
people share their knowledge or experience.”

This is not intended to be a lecture but a practical session which provides useful
knowledge to and engages the workshop participants. The participants are the other
students taking the module. In creating their workshop, students should consider the
audience’s needs and existing level of knowledge of the topic The student leading the
workshop should conduct research on their topic (including academic theories and
literature) and design the workshop to be a participatory learning experience for the other
students. It may be useful to consider frameworks of experience design in designing your
workshop e.g. Schmitt’s (1999) Five Strategic Experiential Modules: Sensory, Thinking,
Feeling, Acting/Behaving and Relating to others.

The workshop should adopt the following structure:

1. Introduction
2. Main body
3. Conclusion
4. List of references*
*in-text references should be included within the presentation slides as well as listed at the end in Harvard
Referencing format.

Your workshop will be judged on four main criteria:

1. Is the workshop material useful to students intending to work in the events

industry?
2. Is the topic well researched with clear evidence of a range of sources used?
3. Does the workshop use different techniques e.g. problem solving, to engage the
audience intellectually?
4. Has the workshop been organised and presented to a high professional standard?

2. Formative assessment

Students will be supported towards their student workshop assignment in the following
ways:

 A tutorial has been scheduled for students to work in their topic groups to practice
their workshop assignment with tutor guidance.
 Each topic group will be allocated one of the tutors as their mentor and they are
obliged to meet at least once with their mentor to receive guidance on their student
workshop assignment.

3. Feedback

The feedback sandwich will be provided in writing under the Feedback Summary on
Moodle.

4. Marking rubric

The following marking rubric will be used

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 Assessment Domains 80-100 70-79 60-69 50-59 40-49 30-
Exceptional Excellent Very Good Satisfactory 39
Good Fail
Assessment Domain
1: Development of workshop content
Content, Knowledge Systematic understanding of key aspects of the chosen topic (contemporary issue)
and Understanding including acquisition of coherent, current and detailed knowledge.

(25%) Is the workshop material useful to students intending to work in the events
industry?
Assessment Domain
2: Research into the topic
Range and Relevance An ability to deploy accurately established techniques of analysis and enquiry within a
of Research Informed discipline. The ability to select and apply current research. The ability to make use of
Evidence scholarly reviews and primary sources.

(25%) Is the topic well researched with clear evidence of a range of sources used?

Assessment Domain
3: Design of workshop to engage students at an appropriate level
Cognitive/Intellectual Apply the methods and techniques students have learned to extend and apply their
Skills knowledge and understanding. Mature and independent approach to problem-solving
using well-justified, imaginative and innovative approaches to explore them. A focus on
(25%) application (including employment context where appropriate)

Does the workshop use different techniques e.g. problem solving, to engage the
audience intellectually?
Assessment Domain
4: Communication, Professionalism of organisation and presentation
Organisation and Produce a cohesive and well-structured assessment which demonstrates the qualities and
Presentation transferable skills necessary for employment requiring: the exercise of initiative and
personal responsibility, decision-making in complex and unpredictable contexts,
evidence of innovation. Use of clear, accurate English, well organised and well
presented, with flow and progression.
Did the workshop run to time? Were the materials e.g. presentation slides of good
Graduate quality?
Employability and
Application of Skills Ability to relate theory to professional practice. Skills of communication, ability to
respect and recognise different perspectives and ways of working and demonstrate a high
(25%) degree of professionalism e.g. engage in respectful, professional debate, recognise and
value each person and their contribution.
Blog/Podcast/Vlog Assignment

1. Guidance

This assignment requires you to review the literature, analyse and reflect on the
contemporary issues discussed on the module OR select contemporary issues of your
choice. You are required to use visual, oral or written media to develop a critical
discussion of each topic, reflecting on its implications for your career and/or the events
industry. It is expected that you will use academic journal articles as well as other
sources when researching and writing this assignment. This assignment also provides
the opportunity for you to reflect on the student workshop you have delivered on this
module and what you have learnt from this experience.

You are required to choose ONE of the following formats and follow the relevant

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 guidelines below:
1. Blog OR
2. Podcast OR
3. Video/Vlog.

1a. Blog

Students are required to create an online blog. You will have the option of publishing your
blog in the public domain on a site such as WordPress or keeping it on a private forum
such as the university’s server https://blogs.gre.ac.uk/.

Your blog should be 4000 words in length (+/-10%) and cover:

1. Your personal reflection on the workshop you delivered on this module and what you
have learnt from the experience (around 650 words);
2. FIVE topics covered on this module. You should NOT write about the topic chosen for
your own workshop (around 650 words per topic x 5).
3. You are expected to use other sources to support your blog and acknowledge them using
hyperlinks but a reference list is not required.

1b. Podcast

Students are required to create a podcast e.g. on their mobile phone and upload it onto
Panopto or use a free podcasting platform such as Podbean.

Your podcast should last around 25 minutes in total (+/-10%) and cover:

1. Your personal reflection on the workshop you have prepared and delivered on this
module and what you have learnt from the experience (around 4 minutes)
2. FIVE topics covered on this module. You should NOT include the topic chosen for your
own workshop (4 minutes per topic x 5)
3. A reference list of sources used to prepare your podcast should be uploaded along with
a link to your podcast when submitting your assignment.

1c. Video/Vlog

Students are required to create a video/vlog e.g. on their mobile phone and upload it on
Panopto (guidance is given of how to do this on the Moodle site) or use a free video
hosting platform such as Vimeo.
.
Your video/vlog should last around 25 minutes in total and cover:

1. Your personal reflection on the workshop you have prepared and delivered on this
module and what you have learnt from the experience (around 4 minutes)
2. FIVE topics covered on this module. You should NOT include the topic chosen for your
own workshop (4 mins per topic x 5).
3. A reference list of sources used to prepare your video/vlog should be uploaded along

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 with a link to your recording when submitting your assignment.

2. Formative assessment

Students will be supported towards their student workshop assignment through two
assessment clinics scheduled in Term 2. Students will book a one-to-one appointment with
one of the tutors to show their draft work and get feedback.

3. Feedback

The feedback sandwich will be provided in writing under the Feedback Summary on
Moodle.

4. Marking rubric

The following marking rubric will be used

Assessment Domains 80-100 70-79 60-69 50-59 40-49 30-

Exceptional Excellent Very Good Satisfactory 39
Good Fail
Assessment Domain
1: Development of content which reflects a systematic understanding of key aspects of the
Content, Knowledge topics being analysed and reflected on. Evidence of a deeper knowledge and
and Understanding understanding is shown through critical debate and critical reflection.

(25%)

Assessment Domain
2: An ability to combine a range of different sources (for example, refereed research
Range and Relevance articles as well as relevant and high quality secondary sources) in analysing and
of Research Informed discussing the topics. Gaps in knowledge and limitations of sources used are identified.
Evidence

(25%)

Assessment Domain
3: An ability to appreciate how knowledge can be viewed from different perspectives and
Cognitive/Intellectual applied in different contexts including implications for future career and/or the events
Skills industry. Able to devise and sustain arguments, explore ideas and suggest solutions to
problems identified.
(25%)

Assessment Domain
4: Communication, Produce a cohesive, professional and well-structured assessment in the chosen format
Organisation, (blog, podcast or video). Use of clear, accurate English, well organised and well
Presentation and presented, with flow and progression.
Referencing
(25%)

Graduate Graduate Employability Skills: Communication, creativity, imagination, and self-

Employability and management.
Application of Skills

Important note: Coursework is marked on the understanding that it is the student’s own

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 work on the module and that it has not, in whole or part, been presented elsewhere for
assessment. Where material has been used from other sources, this must be properly
acknowledged in accordance with the University’s Regulations regarding Academic
Misconduct.

Marking, feedback and next steps

To pass this module, students must achieve an overall mark of 40+.

For coursework, the marks and feedback will normally be provided to students within
fifteen working days of the submission deadline. In exceptional circumstances, where
there is a delay in providing feedback, you will be informed by the module leader.

If you do not pass a module at the first attempt, you may be eligible for a resit opportunity
on the failed assessments. This will be confirmed after the Progression and Award Board
(PAB). Note that marks on resit assessments are capped at 40% / 50% (delete as
appropriate for UG/PG) unless extenuation has been applied for and granted.

For further details on resit assessments, please see section 7 below.

The assessment and feedback policy can be accessed at Assessment and Feedback Policy

Extenuating circumstances and student support

The University recognises there are times when serious and unexpected matters
which are beyond a student’s control (such as serious illness or injury, death in
family) impact on their academic performance and ability to complete
assessments by the deadline. Guidance on claiming extenuation can be found at:
Extenuating circumstances

External Examiner

The External Examiner for this module is:

Name: Dr Raphaela Stadler
Institution: University of Hertfordshire

Please note that the role of the External Examiner is to evaluate the overall
standard of assessments on the module. They are unable to correspond with
individual students about their work. If you need to discuss your marks or
feedback, please contact the module leader.

9. Resit assessments
Assessment Schedule
Resit assessments Deadline Weighting Maximum Marking Learning
out of length type outcomes
100%* mapped to this
assessment.
Student Workshop TBC 30% Maximum 10 Stepped 1, 2, 4, 6
(presentation slides slides with

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 and notes) accompanying
notes
Blog (podcast and TBC 70% 4000 words Stepped 1, 3, 4, 5
video are not
permitted)

Re-sits normally take place in July. If your results letter advises you that you have been given a re-
sit opportunity you will need to check the portal for details of the assessment element(s) that you
will need to complete and for the timings of re-sit examinations.

For non-exam re-sits (e.g. coursework, essay, presentation, group work assessments), please
consult the Module’s Moodle page for instructions on what is required of your re-sit assessment.
The due date will be (TBC).

Information about the resit assessment will be made available on the module Moodle site with
detailed guidelines. Students will be able to contact the module leader to seek guidance and
support on the resit assessment.

10 Reading recommendations
Due to the collaborative nature of this module, the topics chosen and content will be co-created by the
tutors and students therefore it is not possible to give a complete reading list. This will be created as the
module progresses. However the table below gives details of journal articles which appear in the weekly
readings given in 7 Schedule of Teaching and Learning Activities. Links to the articles can be found are
under the relevant topic on Moodle. This is followed by a second table which suggests textbooks which
may be useful background reading for the different topics being covered on the module. Readings for the
topics covered in the student workshops will appear on the Student Workshop Forum on the Moodle site.

University Reference
Week for
required
completion:
27 Sept 2021 Seunghyun Brian Park and Kwangsoo Park, (2017) Thematic trends in event
management research, International Journal of Contemporary Hospitality Management,
Vol. 29 Issue: 3, pp.848-861
4 Oct 2021 Stigmar, M. (2016) Peer-to-peer Teaching in Higher Education: A Critical
Literature Review, Mentoring & Tutoring: Partnership in Learning, Vol. 24, Issue 2.
11 Oct 2021 Lundberg, C. & Ziakas, V. (2018) Fantrepreneurs in the sharing economy – cocreating
neotribal events
18 Oct 2021 Krolikowska, E., Kuenzel, S. and Morrison, A. (2019) The ties that bind: an attachment
theory perspective of social bonds in tourism, Current Issues in Tourism, (in press) DOI:
10.1080/13683500.2019.1677571
25 Oct 2021 Drengner, J. Jahn, S. and Gaus, H. (2012) Creating loyalty in collective hedonic services:
The role of satisfaction and psychological sense of community, Schmalenbach Business
Review, 64, 59-76
1 Nov 2021 White, Z. & Stadler, R. (2018) “I don’t think they give a monkey’s about me”: exploring
stakeholder power and community alienation at Glastonbury Festival in Jepson, A. &
Clarke, A ‘Power, construction and meaning in festivals.
24 Jan 2022 Dashper, K. (2017) Confident, focused and connected: the importance of mentoring for
women’s career development in the events industry
7 Feb 2022 Zigomo, P. & Hull, R. (2018) Unlocking Doors: Decolonising the design of an art
exhibition in Zimbabwe
21 Feb 2022 Consumer perceptions and concerns about the healthfulness and safety of food served at

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 fairs and festivals. (2000) Boo, GC. Ghiselli, R. Almanza, BA.

The following are suggested readings for the module. Additional, more detailed reading
recommendations will be provided for the module topics.

Author Date Title Publisher ISBN

Ali-Knight, J., 2009 International Perspectives of Routledge ASIN: B003VIWS1C
Robertson, M. Festivals and Events: Paradigms
Fyall A. and of Analysis (Advances in Tourism
Ladkin, A. Research)
Beech, J., Kaiser, 2014 The Business of Events Pearson 9780273758624
S. and Kaspar, R. Management
Finkel, R., Sharp, 2019 Accessibility, Inclusion and Routledge 9781351142243
B. and Sweeney, Diversity in Critical Event (ebook)
M. Studies
Gerritsen, D. and 2014 Events as a Strategic Marketing CABI 9781780642611
van Olderen, R. Tool
Getz, D. 2012 Event Studies: Theory, Research Routledge 9780080969534
and Policy for Planned Events
Goldblatt, J. 2014 Special Events: Creating and John Wiley & 9781118626771
Sustaining a New World for Sons
Celebration
Martin, G. 2012 Understanding Terrorism: Sage 9781452205823
Challenges, Perspectives and
Issues (4th edition)
Raj, R. and 2009 Event Management and CABI 9781845935245
Musgrave, J. Sustainability
Richards, G, 2014 Event Design: Social perspectives Routledge 9780415704649
Marquez, L, and and practices
Mein, K.
Rogers, T. and 2015 Marketing Destinations and Routledge 9781138852150
Davidson, R. Venues for Conferences,
Conventions and Business Events
Rutherford- 2007 Risk Management for Meetings Routledge 9780750680578
Silvers, J. and Events
Warhurst, C., 2004 The Skills that Matter (Critical Palgrave 9781403906397
Grugulis, I., Keep, perspectives on Work and Macmillan
E Organisations)
Yeoman, I., 2014 The Future of Events and Routledge ASIN: B00QAW34CS
Robertson, M., Festivals (Routledge Advances in
McMahon- Event Research Series)
Beattie, U.,
Backer, E. and
Smith K.A.

11. Additional module information

Equality, Diversity, and Inclusion

At the University of Greenwich, we value Equality, Diversity and Inclusion (EDI) and
take active steps to provide an inclusive environment for students irrespective of their
age, disability, gender re-assignment, marriage or civil partnership, pregnancy or
maternity, race, religion or belief (non-belief), sex and sexual orientation as outlined in
the Public Sector Equality Duty of the Equality Act 2010.

An Inclusive Curriculum audit has been conducted on this module and steps have been

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 taken to make the curriculum more inclusive. For example, students are encouraged to
discuss and debate contemporary issues through the critical lens of EDI and consider
how EDI impacts their student workshop experience and topics selected for their
assignments.

Activities
None in addition to those already provided above.

Resources
None in addition to those already provided above.

Costs
There are no module specific additional costs.

12. Changes to the module

At the University of Greenwich, we value feedback from students as well as

External Examiners and other stakeholders and we use this information to help us
improve our provision. For example, on this module we have introduced an
additional lecture on How to develop a critical assignment in response to the
External Examiner’s suggestion that assignments would benefit from more
theoretical rigour.

Important note: The University of Greenwich will do all that it reasonably can to
deliver the module and support your learning as specified in our handbooks and
other information provided. However, under some circumstances, changes may
have to be made. This may include modifications to the:

 content and syllabus of modules, including in relation to placements

 timetable, location and number of classes
 content or method of delivery of your module
 timing and method of assessments.

This might be because of, for example:

 academic changes within subject areas

 the unanticipated departure or absence of members of university staff
 where the numbers expected on a module are so low that it is not possible
to deliver an appropriate quality of education for students enrolled on it.
 industrial action by university staff or third parties
 the acts of any government or local authority
 acts of terrorism.

In these circumstances, the University will take all reasonable steps to minimise
disruption by making reasonable modifications. However, to the full extent that it is
possible under the general law, the University excludes liability for any loss and/or
damage suffered by any applicant or student due to these circumstances.

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 13. Other Details
The majority of information relevant to you while you study at the University has been brought together
into your programme handbook. Please refer to your programme handbook for any further information
you might require including:

 Deadlines and extenuating circumstances,

 Plagiarism and referencing,

 Who to go to for advice or if you are concerned,

 How to provide us with feedback,

 Key administrative procedures.

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