Responsible Tourism and Wellness Business (5cr)

Evaluation scale

H-5

Content scheduling

4th pediod, weeks 43 -50

Objective

Upon completion of this course, the students will be able to:

• recall the main terminology in responsible business, risk management and foreshadowing
• relate to the importance of Corporate Social Responsibility in tourism, wellness, and leisure businesses
• analyze, plan, and implement responsible tourism and hospitality practices as well as related marketing communication

Content

• Introduction to responsible business operations
• Risk management and foreshadowing
• Communication of corporate social responsibility
• Application of responsible business dimensions at company and destination level

Materials

Materials at itslearning, the knowledge base found by the student and recommended materials according to your interest, such as the following:

Ajayi, O. A., & Mmutle, T. (2021). Corporate reputation through strategic communication of corporate social responsibility. Corporate Communications: An International Journal, 26(5), 1-15.

Amadae, S. M., Harju, M., Jumite, R., Kortelainen, J., Laine, M., Sood, S., & Sorri, S. (2023). Sustainable Consumption: Political Economy of Sustainable Food.

Becken, S., & Kaur, J. (2021). Anchoring “tourism value” within a regenerative tourism paradigm–a government perspective. Journal of Sustainable Tourism, 30(1), 52-68.

Dyllick, T., & Muff, K. (2016). Clarifying the meaning of sustainable business: Introducing a typology from business-as-usual to true business sustainability. Organization & environment, 29(2), 156-174.

Hoarau-Heemstra, H., Wigger, K., Olsen, J., & James, L. (2023). Cruise tourism destinations: Practices, consequences and the road to sustainability. Journal of Destination Marketing & Management, 30, 100820.

Johansen, K. M., & Konu, H. (2025). Designing transformative nature-based wellbeing tourism experiences: a case study from the Finnish Lakeland Region. Tourism Recreation Research, 1-17.

Klein, R. A. (2011). Responsible cruise tourism: Issues of cruise tourism and sustainability. Journal of Hospitality and Tourism Management, 18(1), 107-116.

Lee, S., & Kim, H. (2023). Four shades of Airbnb and its impact on locals: A spatiotemporal analysis of Airbnb, rent, housing prices, and gentrification. Tourism Management Perspectives, 49, 101192.

Nadanyiova, M., & Das, S. (2020). Millennials as a target segment of socially responsible communication within the business strategy. Littera Scripta, 13(1), 119-134.

Sorakunnas, E., Räikkönen, J., Konu, H., Grénman, M., & Tyrväinen, L. (2024). Biodiversity, leadership, and resilience in a national sustainable tourism program. Scandinavian Journal of Hospitality and Tourism, 1-19.

Wong, A. K. F., Kim, S. S., Lee, S., & Oh, M. (2023). Assessing the performance of corporate social responsibility (CSR): Impact range-performance analysis and impact-asymmetry analysis. Tourism Management Perspectives, 49, 101177.

Teaching methods

In this course we have both face-to-face teaching and independent work in a group but also on your own. The course will also include one visit in Turku.
There will be a one day study trip to Helsinki 2.10.
The student will be expected to acquire the knowledge base by reading also more demanding research and other material needed for the course.

Exam schedules

There is no exam

Pedagogic approaches and sustainable development

The pedagogical approach of Turku University of Applied Sciences is called innovation pedagogy or Innopeda for short. It is a learning approach based on experimentation, sharing knowledge and expertise and combining different perspectives. Innovation pedagogy is based on workplace orientation and collaboration, internationalisation, entrepreneurship and systems thinking.

You will need not only the core skills you have learnt, but also the innovation skills needed in all areas of business. You will also be expected to be creative and proactive, but also to think critically and work in teams and networks. You will actively practice all of these competences, but with a different emphasis on each course, throughout your studies.

For more information on Innopeda, visit https://innopeda.turkuamk.fi/

Completion alternatives

None

Student workload

5ects = 135hrs of student work as follows:
*7 x 4h+ 8hrs+2hrs= 38hrs of work at Campus, on visits and a webinar
*97hrs independent / group work onsite/online

Evaluation methods and criteria

The course includes two assessed outputs and attendance requirement:

1. Group work, which accounts for 30% of the total grade and is assessed on a scale from Fail to 5.
2. Individual work, which accounts for 60% of the total grade and is also assessed on a scale from Fail to 5.
3. Active participation in contact sessions, which accounts for 10% of the total grade:
- 7sessions attended = grade 5
- 6 sessions = grade 4
- 5 sessions = grade 3
- 4 sessions = grade 2
- 3 sessions = grade 1
- 2 or fewer sessions = Fail

Additionally, self- and peer assessment will be conducted.

Failed (0)

Assignments undone and/or incomplete, (also returned after the deadline may result in failed mark)

Assessment criteria, satisfactory (1-2)

Satisfactory, T1
The group of students make limited use of the knowledge base. The end result is not technically sound (e.g. incomplete citations, presentation confusing)

In individual work the output is mainly based on fragmented work, not on a planned and reasoned application of the relevant knowledge base. The end result is not technically sound (e.g. incomplete citations).

Assessment criteria, good (3-4)

Good, H3
The group of students work in a proactive and coordinated way towards the objectives of the assignment and the course, and is able to share knowledge within the group. The group makes good use of the relevant knowledge base. Some technical errors (e.g. in citations)

In individual work, the student has set objectives in line with the assignment and the curriculum, but does not fully achieve them. The output is mainly based on a reasoned application of the relevant knowledge base. Its value for learning is good. Some technical errors (e.g. in citations)

Assessment criteria, excellent (5)

Excellent, K5
The group of students work in an active and coordinated way, in dialogue with each other, drawing on each other's expertise. The knowledge base is broad and is applied successfully and in a well-argued manner. Sources are relevant to the objectives. The final result is also technically sound (e.g. references).

In individual work, the student has set curriculum objectives and fully achieves them. The output is based on a reasoned application of the relevant knowledge base. Its value for learning is considerable. The final result is also technically sound (e.g. references).

Further information

itslearning and email