Responsible Tourism and Wellness Business (5 cr)

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:

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

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.

Helminen, J. (2023) Järjestä hiiliviisas tapahtuma. Posintra
Kestävän Matkailijan Opas Helsinkiin (2024). Helsinki https://www.hel.fi/static/kanslia/elo/Kestavan_matkailijan_opas_Helsinkiin_FIN.pdf

Scandic Guidelines to Sustainable Procurement (2018). Scandic Hotels

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 or more expert visitors There will be a one day study trip to Helsinki or Tampere (TBA).
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= 36hrs of work at Campus
*99hrs independent / group work onsite/online

Evaluation methods and criteria

The course has two assessable outcomes:
1) Group work, which is 40% of the total and is assessed as fail - 5.
2) Individual assignment with a weighting of 60% of the total and a fail - 5

In addition, a final self- and peer-assessment will be carried out.

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