LINK 20 - CORE

Going for Gold …London’s hosting of the 30th Olympiad in 2012 brings a unique opportunity to raise the profile of the subjects in our Network - through their recognition as contributors to the success of high profile events of this kind and through their vital contribution to securing the long-term legacy of lifestyle enhancement which is anticipated as an outcome. Our courses and our research and consultancy provide the professional skills, knowledge and understanding which are essential for a successful Olympics and for securing their promised legacy.

From the sciences which support the preparation of elite athletes for world class performance, to the coaching and sports management capacity required to support growing participation in sport and the commensurate provision of facilities and opportunities for active leisure; from understanding the needs of tourists and the management of travel and tourism, to skills essential for the provision of successful events and of high quality hospitality facilities and services; from our close working relationships with industry and employers, to our well established multicultural awareness and international outlook …we can rightly claim to be the subjects for the Olympics!

And, of course, the Olympic Games is not the only high profile event through which our reputation can be enhanced and in which all our subject areas have an interest. We can look forward to a rich vein of sporting events in coming years - the Ryder Cup, Commonwealth Games, Cricket World Cup, Rugby World Cup and, perhaps even, the Football World Cup.

This issue of LINK reflects our shared interest in these major sporting events across our subject communities. It also celebrates a success story - the recognition that the successful management of events of all types and sizes, sporting or otherwise, requires particular professional skills, knowledge and understanding, and the rapid growth in the provision of Events Education in the UK. In just a few years, the subject area has achieved high levels of popularity and recruitment to courses, established its own subject association and ‘body of knowledge’, been recognised as a specific sub-division in revisions to the QAA Benchmark Statement for Hospitality, Leisure, Sport and Tourism, and been recognised in the Joint Academic Coding System (JACS) used by the Higher Education Statistics Agency (HESA) and the Universities and Colleges Admissions Service (UCAS).

The articles in this LINK give an insight to emerging Events curricula; the approaches being taken to learning, teaching and assessment; and the range of events to which the particular skills, knowledge and understanding of graduates can be applied. Furthermore, they illustrate a growing scholarship which helps us to understand the nature of events, the expectations of participants, and the graduate capabilities required in their management.

The prospects which the Olympics and other major sporting events bring for all our subjects and the emergence of a new area of provision in Higher Education recognising the high levels of professionalism required to deliver such events come together in this issue of LINK. It marks an exciting phase in the development of our subject grouping.

Clive Robertson

www.heacademy.ac.uk/hlst

LINK 20www.heacademy.ac.uk/hls t

Hospitality, Leisure, Sportand TourismNetwork

Hospitality, Leisure, Sportand TourismNetwork

Events Management: Useful l inksAEMEwww.aeme.org

Creative Assessmentwww.creativeassessment.org.uk

EMBOKwww.embok.org

International Convention on Science, Education and Medicine in Sportwww.icsemis2008.com

London 2012www.london2012.co.uk

Own the Podium - Vancouver Organizing Committee for the 2010 Olympic and Paralympic Winter Gameswww.ownthepodium2010.com

People 1st www.people1st.co.uk

Identifying and analysing existing research undertaken in the events industry reportwww.people1st.co.uk/research

PODIUMwww.podium.ac.uk

QAA benchmark (draft)www.qaa.ac.uk/academicinfrastructure/benchmark/review06.asp

Skills Active – Sector Skills Council for Active Leisure and Learningwww.skillsactive.com

Training for Tourismwww.trainingfortourism.com

UK Skills Passportwww.theskillspassport.com

Link 21 – Scott ish Enhancement ThemesLINK 21 will focus on experience of learning, teaching and assessment and issues related to the enhancement themes in Scotland. Aspects which might be considered include:

• Staff experience of working within one of the enhancement themes

• The student experience in Scotland

• Enhancement policy

• Current curriculum development initiatives

We welcome articles from institutions across and beyond the UK and which report on practice and developments within any of the 7 Enhancement Themes:

• Assessment

• Responding to Student Needs

• Employability

• Flexible Delivery

• Integrative Assessment

• The First Year

• Research – Teaching Linkages

If you are interested in contributing, please contact Sandie Randall ([email protected]), prior to submission, for further details and to discuss the particular aspect you intend to focus on.

References for all the articles are available at: www.heacademy.ac.uk/hlst/resources/linknewsletter

J7140_LinkNewsletter_cover.indd 2-3 13/12/07 12:40:10

CORE Metadata, citation and similar papers at core.ac.uk

Provided by Bournemouth University Research Online

https://core.ac.uk/display/84444?utm_source=pdf&utm_medium=banner&utm_campaign=pdf-decoration-v1

www.heacademy.ac.uk/hlstPB �

Contents

Published by the Hospitality, Leisure, Sport and Tourism Network, January 2008

02 EventStudies:Definition,ScopeandDevelopment

04 Twopathsdivergeinafield:Theincreasingprofessionalismoffestivalandeventsmanagement

05 EventManagementSkills07 Runningapracticaleventsunit:DirtyLearning10 PODIUM:theFurtherandHigherEducationUnit

forthe2012Games11 UsingSportingandCulturalEventstoOptimise

theEducationalPowerofOlympicSport14 The2012InternationalConventiononScience,

EducationandMedicineinSport–TheBrunelUniversityConsortiumBid

16 TheParalympicGames,DisabilitySportandtheCurriculum.

19 HoldingWorldClassSportingEventsataHEI-ExpandingtheCurriculumExperienceinEventManagement

21 InternationalEventManagementBodyofKnowledge(EMBOK)

22 Informingcontentanddevelopingabenchmarkforeventsmanagementeducation

24 OnlineconferencingtofacilitateconstructivealignmentinSportsEventManagement

26 Motivatinglearningthroughinnovativeassessment

29 DevelopingInnovativeAssessmentinEventManagement

31 InnovativeAssessments32 AssociationforEventsManagement

Education(AEME)33 DevelopingOpportunitiesforExperiential

LearninginEventsManagementDegrees35 EventsEducation:TheValueof‘RealWorld’

Learning37 Why‘EventsStrategy’maynotalwaysmean

‘EventBusiness’38 ElsevierButterworth-HeinemannEvents

ManagementSeries39 “Ihear,Iforget.Isee,Iremember.Ido,

Iunderstand”:Experientiallearningandstudent-organisedevents.

40 UsingEmotionalIntelligencetoInspireLearners:aCaseStudyUsingtheExperiencesofthe2005TourDeFrance

42 TrainingforTourism:InnovativeLearningMaterialsDesignedtoBoostIndustrySkills

42 EventResearchConference&EducationSymposium,11-13July2007,Melbourne,Australia

43 EventsmanagementundergraduateeducationintheUK

J7140_LinkNewsletter.indd 1 12/12/07 17:03:06

www.heacademy.ac.uk/hlst� �www.heacademy.ac.uk/hlst� �

Event Studies: Def in i t ion, Scope and Development

Donald Getz, University of Calgary, Canada

What is Event Studies?EventStudieshasbeendefinedas:

Event Studies is the academic field devoted to creating knowledge and theory about planned events. The core phenomenon is the experience of planned events, and meanings attached to them (Getz, 2007: 2).

Itisimportanttoencompassallplannedevents,otherwisethefieldwillbetoonarrowandfractionalised.Usuallyatypologybasedontheeventformcanbeusedtoexplainplanned events,including:

• festivalsandcultural/religiouscelebrations

• businessandtradeevents–fairs,exhibitions,meetings,conventions,corporateevents

• sportandrecreation

• politicalandstate

• educationalandscientific

• artsandentertainment…..andnumerousprivateevents

Thecommonnameswegiveeventsreflectwhatisexpectedoftheirform,andevenappropriatevenues(e.g.meetingsareheldforbusinesspurposesinconventioncentres,whilefestivalsarepubliccelebrationsthatcanbeheldinconcerthallsorpublicopenspaces).Inthiswayournormalconceptualisationandclassificationsaresocialconstructs,andwillvaryfromplacetoplaceandovertime.

Itissometimesusefultoclassifyplannedeventsbyfunction,ortherolestheyareexpectedtofulfil(e.g.mega eventsandhallmarkeventswithinatourismcontext,community festivalswithinasocialcontext,orlive communicationswithinacorporatemarketingcontext).Andwecanproductivelyclassifyeventsbyreferencetoplace attachment,differentiatingbetweenthosethatcanbeheldanywhere,butmustbebidfor(especiallymajorsporteventsandWorldFairs),andthosethatareinstitutionalisedinaparticularplace(whichisreallywhatImeanbyhallmarkevent).Termslike‘pseudoevent’areactuallycriticallabels,while‘specialevent’hastobeinterpretedwithregardtotheattributesofaneventthatmakeitspecial.

Thediscourseoneventsshouldbeexpandedwellbeyonddefinitionsandtypologies.Athoroughreviewoftheliteratureoneventmanagementclearlyrevealsaneconomicandmarketingbias,andwhilethesocialandculturaldiscourseoneventsisaliveandwell,ittendstooccurinseparatefieldssuch

asculturalandurbanstudies.Withineventstudiesitiscriticaltoencompassallperspectives.

Tomeitisimportanttostressgenericeventmanagementasthenewprofessionalstandard,asIbelievethisisthebestpathtoprofessionalismandhigherstandards,aswellasthesoundestfoundationforEventStudies.Specialisationswillalwaysremainimportant,butthereiscertainlyafoundationinmanagementthatappliestoallpractitioners,andabaseknowledgeofplannedeventsinasocial,cultural,ecologicalandeconomiccontextthatmustbepartofanycurriculum.

Anacademicfieldofstudy,asopposedtoadiscipline,generallyevolvesfromanddependsuponastrongbaseofprofessionalpractice.Justas leisure studiesrelatestothepracticeofparksandrecreationadministration,andtourism studiesconnectswithtourismandhospitalitymanagement,soevent studiesisevolvingfromeventdesignandmanagement.Therealsohastobeacriticalmassofdegreeprogrammesinplace,conferences,studentsandscholarsdoingresearchandpublishingarticles,andperhapsevenacademicorganisationsdedicatedtothesubject,beforelegitimacycanbeachievedforanewfield.

Thisrelationshipisexpressedasapyramid,withthemostpracticallevelbeingevent design and productionatthebase(Figure1).Thisiswheremostpractitionersexist,andmanydiplomasandtrainingprogrammesprovidesupport.Notmuchtheoryisrequired,iftheemphasisisonjobskills.However,attheuniversitylevel,eventmanagementhastoincludesomedesignandoperationalknowledgeandskills,andmuchtheory.Themorethecurriculumleanstowardtheoryandresearch,themoreitbecomesevent studies.

www.heacademy.ac.uk/hlst� �

Figure 1: Three levels of event education


www.heacademy.ac.uk/hlst� �www.heacademy.ac.uk/hlst� �

Ataminimum,theteachingofeventstudieshastobeanintegralpartofacomprehensiveeventmanagementdegreeprogramme,andcouldcertainlybeacapstonecourseleadingtoresearchprojectsanddissertations.

Thirtyyearsago,whenIstudiedtourismattheUniversityofEdinburgh,itwasaspecialisationwithinGeographyandastudentcouldreadjustabouteverythingwrittenonthesubject.No-oneusedthetermTourismStudies.Today,withinevenasub-specialtylikeeventtourism,it’simpossibletofind,letalonereadeverythingrelevant.Thisishowfieldsofinquirydevelop,andmypredictionisthatEventStudiesisthenextbigwave.Havefunsurfing!

Professor David Getz is based at Haskayne School of Business, University of Calgary.

Theplannedeventsector,distinctfromunplannedevents,alwaysentailsgoalsandobjectives,implyingoneormoreexperientialprocessesandoutcomes.Greaterunderstandingoftheplannedeventexperienceshoulddrawfromestablishedtheoriesinanthropology(e.g.vanGennepandTurner),suchasthenatureof‘liminal/liminoid’space/time(interpretedbyFalassiinthecontextoffestivalsas‘timeoutoftime’),and‘communitas’,beingastateinwhichsharingandequalityprevail.Additionally,socialpsychologistsandleisuretheoristscontributethroughanunderstandingof‘seriousleisure’(Stebbins),‘ego-involvement’(HavitzandDimanche),‘peakexperiences’(Maslow)and‘flow’(Csikszentmiyalyi).

Themeaningspeopleandgroupsattachtoplannedeventsmustbeunderstood.Thisisapartoftheexperience(e.g.whatdoesthiseventsettingandprogrammemeantome?),antecendentsandchoices(Iwanttobepartofanimportantculturaltradition),andoutcomes(Iwastransformedbytheexperience).Meaningisattachedbyindividuals,communitiesandothersocialgroups,andbyindustryorbusiness.

Inaddition,theframeworkincludesfourmajorpatterns and processes.Geographers,inparticular,studyspatialandtemporalpatterns,suchastherelationshipbetweenfestivals,resources,andseasons.Politicalscienceisrequiredtoassesstheimpactsofpolicyontheeventssector.Knowledgecreationisalsoaprocessthatcontinuouslyinteractswiththeotherelementsinthemodel.

Itmightbethecasethateventstudiesnevertakesholdasatitlewithinuniversities,buttheevolutionofleisure,tourismandotherclosely-relatedfieldssuggeststhatitwill.

Figure 2: A Framework for Understanding and Creating Knowledge in Event Studies

Developing the F ie ldEventstudiesentailapursuitofknowledgethroughavarietyofmeansincludingtheorydevelopment.Figure2illustratesanopensystemmodelthatprovidesaframeworkforunderstandingandcreatingknowledge,withtheplannedeventexperienceatitscore.Eventhougheventsarestudiedwithinanumberofdisciplinesfromtheirowntheoreticalperspectives,andareimportantinmanyrelatedfieldsofstudiessuchastourism,leisure,artsandsport,theneedforeventstudiesfocusedonthiscorephenomenonremains.



Two paths diverge in a f ie ld: The increasing profess ional ism of fest iva l and events managementRebecca Finkel, Queen Margaret University, Edinburgh

Introduct ionEventsmanagement,andfestivalmanagementmorespecifically,isbecomingawell-establishedprofessionalfieldintheUK.Inthepastfewdecades,thestatusoffestivalandeventsmanagementasalegitimateandwidelyrecognisedprofessioncanbeseentobegrowingandtransitioningintomaturity(Goldblatt,2000).Inmanyinstances,thetasksexpectedoffestivalandeventsorganisershaveshifted,inresponsetochangesinprogrammingpoliciestoincludesociallyinclusiveanddiversecontent,andfundingpressurestoensurecosteffectiveness.Anotherfactorthathasaffectedtheorganiser’sroleistherapidincreaseinthenumberofeventsinrecentyears,especiallyhighprofileevents,whichhasmadeitamorecompetitiveenvironmentforfunding,audiencesandotherresources.Management,marketingandfundraisingskills,alongwithartisticdirectionandprogrammingexpertise,areincreasinglyindemandtokeepafestivalrunningefficientlyfromoneyeartothenext.Thisshifttowardsamoreprofessionalmanagementfocusissupportedbytheincreaseintraininganduniversityqualificationsinthefield,aswellasjobopportunitiesrequestingsuchskillsintheiradvertisements.Thereisalsoagrowingprestigeforevent-focusedcommunitiesofpractice,includingtradeorganisationsandassociations,whoseconferencesoftenfeatureprominentspeakersfromacademia,politicsandindustry.InmanycasesthroughouttheUK,festivalandeventorganisationisnolongerconsideredapastime;rather,itisaviablecareeroption.

Toillustratethispoint,Iuseartsfestivalsasanexampleofatypeofeventthat,onthewhole,isintheprocessofundergoingchangesinmanagementstructure.Resultsofin-depthinterviewsconductedwithartsfestivalorganisers,aspartofawiderresearchprojectfocusingontheroleofartsfestivalsintheUKculturaleconomy,supportthisprofessionalismtrend.Inrecenttimes,artsfestivalorganisationhasbeenshiftingfromthemoretraditionalmodelofpart-time,volunteerco-ordinationtomoreprofessionalfull-time,paidmanagement.ArtsfestivalorganisationintheUKcanleadtoasuccessfulcareerpathforsomeindividualswhoareskilledinartsadministration,financialdevelopmentandbusinessmanagement.Althoughtherearestillsomefestivalsthatrelyonthegoodwilloflocalco-ordinators,anincreasingnumberoffestivalsarehiringmanagersinordertobelessreliantonafewenthusiasticindividualsandbecomemoresustainable.Itisalsosuggestedthatthereisalinkbetweentheincreasingprofessionalismofartsfestivaldirectionandtherisingambitionsformanyfestival’sobjectiveswhicharedriven,inmanycases,bythenecessityofsecuringfunding.Publicandprivatefundershavebecomeincreasinglytarget-driven,andmanyartsfestivalshavehiredexperiencedartsandeventsprofessionalsinordertosuccessfullynavigatefundingapplicationprocessesandtocontinuefunctioningfromoneyeartothenext.

Fest iva l management as a career path Partiallyduetotheincreasinginterestineventsaspartofnewurbangovernanceschemes,itissuggestedthattherearenowtwomaintypesofUKfestivalorganisers.Thefirstisthetraditionalorganiser,whoisoftenavolunteer,part-timeoratemporaryseasonalhire.Thispersonisusuallyalreadyaresidentoftheplacewherethefestivaloccursandco-ordinatesthefestivalforthebenefitofthewholecommunity.Theyusuallyprogrammeamateurcommunityactsandoccasionallyprofessionalones.Thefestivalsforwhichthetraditionalorganiserco-ordinatesaremostlysmall(lessthan10,000attendees)andeithertakeplaceinneighbourhoodsofcites,suchasDulwichinLondon,orinsmalltownsorvillages,suchasStJustinCornwall.Duetoresourcesandtimepressures,therearetypicallyonlyafewfestivaleventsperday.Thistypeoforganisercanbeseentobemotivatedbyapassionfortheartsorthesenseofgivingbacksomethingtothecommunity,andoftenviewstheirinvolvementasasocialactivity.Also,retireesoftengetinvolvedinfestivalorganisationbecausetheyhavethetimeandtheinterest.Whenaskedduringinterviewsaboutfutureplansintermsofinvolvementwiththefestival,themajorityoftheseorganisersstillseethemselvesorganisingthesamefestivalorretiringfromfestivalorganisationaltogether.

Itisarguedthatthekeynegativeaspectofthetraditionalorganisermodeloffestivalco-ordinationisthefactthatalmosteverythinghingesontheeffortsofasmallgroupofindividuals.Forexample,smallerfestivalsthatarerunbyoneortwoenthusiasticindividualsareindangerofcollapsingoncetheydiscontinuetheirinvolvement.Although



peoplemayvolunteertohelp,therearefewpeoplewhoactuallyhavetheexperienceandwillingnesstoco-ordinatethewholeenterprise.ThenecessitytoimprovesustainabilityandfuturefundingprospectsisonereasonwhyagrowingnumberofsmallerfestivalsintheUKarehiringprofessionallytrainedandexperiencedartsandeventsmanagers.Bydoingthis,morestructuredandestablishedsystemsareinplacetoenableseamlesscontinuityoncestaffleave,andtheorganisationisnotreliantonthegoodwillofoneortwoindividuals.Forexample,theColchesterandBeaminsterFestivalhavehirednewdirectorsinthepastyearinanefforttobecomemoresustainablefromyear-to-yearandsecuremorefundingfrompublicandprivatesources.Moreandmoreso-calledtraditionalorganisersarearrivingattheconclusionthathiringprofessionalstaffwhotakeabusiness-orientedapproachtofestivalmanagementcanassistthefestivalinbecomingmoreeconomicallyviableandattractivetofunders.

Indeed,thenecessityforprofessionalmanagementisaconceptmanyofthefestivaldirectorsinterviewedforthisresearchhavealreadyembraced.Thesedirectorsfallintothesecondcategoryofmorecareer-orientedorganisers.Thereisagrowinggroupofpaidprofessionalsemployedbycouncils,festivalcharitiesorartsorganisations;manyofthesemanagersarenotoriginallyfromtheplacewherethefestivaloccurs.Themajorityofthesetypesoforganisershaveapplicableartsadministrationoreventsmanagementuniversitydegreesandyearsofexperienceworkinginthefield.Theyoftenapplybusinessmodelstothefestivalstoincreasetheirfuturesustainability.Almostalloftheperformancesthatdirectorsinthiscategorycommissionedarebyprofessionalartists;themajorityarenationalandinternationalacts.Thereisadifferentlevelofqualitytomanyofthesefestivals,andmanyareactivelystrivingtoreachahighstandard.

Theactoflinkingthesuccessofthefestivalwithplacemarketinganddevelopmentinitiativesisnowafactorconsideredbymanyartsfestivaldirectors.Thereiscurrentlymuchmorecompetitionbetweenplaces,organisersandartformsthaneverbefore.Thereappearstobe‘higherstakes’forevents,whichmaybeafactorcontributingtotheincreasingprofessionalismofthefield.Thiscanbeseentohaveanimpactonthewaysinwhichfestivalsandfestivalworkersareperceivedandwhatoutcomestheyareexpectedtoproduce.

Pract ica l appl icat ionsWithinQueenMargaretUniversity’sSchoolofBusinessandEnterprise,eventsmanagementstudentsarenotonlyengagedinlearningtheappropriateskillstobecomeprofessionaleventsmanagers,buttheyalsoplanandexecuteaneventoftheirchoosingtoprovetheirabilitytomanagearealworldeventsscenario.Eachstudentundertakessupervisedworkexperience,withplacementseitherinoneofEdinburgh’smanyfamousfestivalandeventsmanagementorganisations,orinternationallyinEuropeandAmerica.ItisthissynergyofscholarshipandpracticethatmakeQueenMargaretUniversity’sstudentspreparedtomeetthechallengesofthechangingcontemporaryeventsmanagementenvironment.

ConclusionsThroughbettermanagement,theprofessionalismoftheeventsmanagementfieldcandevelop.SuchprofessionalmanagerswillhavetheopportunitytoimprovethequalityofwhatispresentedintheUKandaroundtheworld.However,itisimportanttorememberthatalongwithbusinessskills,apassionforeventsisneededtocreateunforgettableanduniqueexperiences.

Event Management Ski l lsCaroline Jackson, Sarah Beeston and Alice Darkins, Bournemouth University

Introduct ionHowdowecounterthecriticismoftheTaxpayer’sAlliancethatevents-relatedcoursescouldbedescribedas‘non-courses’?Sometimesitfeelslikewearecaughtinthemiddleofindustryrequirementsandwhatgivesourcoursesacademiccredibilityi.e.theongoingvocational(professional)vsacademicargument.Doesithavetobethisway?TheaimofthisarticleistostimulatedebateamongsttheeventscommunityandhighlightsomeofthecurrentdevelopmentsinbothHigherEducationandindustry.Toaddtothediscussionwepresentsomeinitialfindingsfromresearchweareundertakingwitheventorganisationstodiscoverwhichskillstheythinkarethemostimportantformanagersofevents.

Event ‘ industry’OurresearchhasbeeninspiredinpartbytherecentLeitchReviewofSkillsreport(2006)andtheGovernment’sresponse(2007).Thisreviewidentifiedthatinordertoremaincompetitiveintheglobalmarket,itisessentialthatmoreadultshaveaHigherEducationqualification(suchasadegreeorLevel4NVQ).Italsoidentifiedthatthesequalificationsmustbetteraddresstheneedsofindustryand,inordertoachievethis,itisessentialthatuniversitiesandemployersworktogether.OnewayofdoingthisistoworkmorecloselywiththeSectorSkills



CouncilfortheHospitality,Leisure,TravelandTourismindustrieswhoalsorepresenttheEventsindustry–People1st(www.people1st.co.uk).Inafirststeptowardscloseralliance,theAssociationforEventsManagementEducation(AEME)wascommissionedtoproducethereportIdentifying and analysing existing research undertaken in the events industry(AEME,2006).SuchcommunicationhasresultedinagreaterrecognitionforeventsaspartoftheworkofPeople1st,butthereneedstobeanongoingdialogue.

TheirSkills Needs Assessment(2006)haslimitedcontentthatwillassistusinoursearchfortheidealeventacademicpractitioner.OnereasonforthisisthelackofaSICcodeforeventsandthereforecollecteddata.Howeverwhatwecantakefromthisresearchisthatoneofthebarrierstothefutureperformanceofthesector(asawhole)wasidentifiedasthelackofmanagerswithafullprofileofmanagementskills.Thiswasseenasa‘significantproblem’bybusinessessurveyed.

Theresearchalsostatesthatitisdifficulttogeneraliseaboutthelevelofqualificationrequired,buttheydoidentifythatforconferenceandeventorganisersemployersareaskingforeventsmanagementdegrees.IntheSouthWestsectionofthereportitisacknowledgedthat“Thegrowthsector-specificsubjectinHEappearstobeeventmanagement.Nationally,therehasbeenanincreaseinstudentsofmorethan70percentoverthreeyears.Asyet,itisunclearwhetherthereissufficientemployerdemandforeventmanagementgraduates.”OnedevelopmentfromthisworkistheUKSkillsPassport(www.theskillspassport.com)whereanumberofevent-specificgenericjobdescriptionshavebeenproducedthatoffersomeadviceforuswhendevelopingcoursesandadvisingstudents.

Higher Educat ionAtthesametimeasPeople1staredevelopingguidelinesforeventskills

requirements,theHEcommunityhasbeenaskingitselfthesamequestioni.e.whatshouldbethebenchmarkforanhonoursgraduatewithanawardtitlethatincludesevents?IthasbeenopportuneforusthattheQAASubjectbenchmarkhasbeenunderreviewandthatAEMEhasbeenabletoplayapartingettingeventsrecognisedasadistinctsubjectareaalongsidehospitality,leisure,sportandtourism(seepage22).Liketheseothersubjects,therehasbeenapassionatedebatebetweenthe‘management’schoolofthoughtandthoseof‘studies’.Itishopedthatthefinalbenchmarkwillachieveamergingofthetwo.

Ithasbeenproposedthatthefourmainareasthatwoulddistinguisheventgraduateswouldbetheirabilityto:

• analyseandevaluatetheconceptsanddefiningcharacteristicsofeventsasanareaofacademicandappliedstudy;

• demonstratearangeofprofessionaleventplanningandmanagementknowledgeandskills;

• recogniseandvaluethecentralityoftheattendeeand/orclientandmeetandrespondtotheirneedsandexpectations;

• utilise,andunderstandtheimpactof,rationales,sourcesandassumptionsembeddedinpolicy,planninganddeliverymechanismsinaneventscontext.

Our research InanattempttomergewhatPeople1standAEMEsayeventgraduatesneed,wehavebegunresearchwitheventorganisations.Sofarwehavecontacted400organisationsonoureventsdatabasetodiscoverwhichmanagementandoperationalskillsthevaluemorethanothers.Theskillsweidentifiedwerefromasetofjobdescriptions,thechecklistthatourplacementdevelopmentadvisorsuse,andresearchsuchasthatofBeavenandWright(2006).Theevidenceidentifiesalonglistofskillsandexpertisethatwetriedtosimplifyandencouragedorganisationstochoosewhichofthesearemostimportant,giventhattheyareallimportant.Afeworganisationsfoundthisreallydifficulttodo,andthismayhaveskewedsomeofourresults,butwewilldiscoverthisoncewehavecontactedmoreorganisationsandelicitedagreaterresponse(sofarwehave43responses).

Relat ive importance of part icular manager ia l sk i l ls

Scale: 1 = most important; 7 = least important



Thoseskillsthatarerelatedmostspecificallytotheproject managementtasksofeventsmanagementhavebeenhighlightedasthemostimportant.Planning and developmentskillsidentifiedincludedattentiontodetail,continuousevaluation,flexibilityandanalysis.Time managementincludedmulti-tasking,prioritising,meetingdeadlinesandorganisation.Asaresultoftherelativeimportanceofthesemorefunctionalandrationalskills,creativity,financialandbusinessdevelopmentskillsdidnotscorehighly.

Relative importance of particular operational skills

Intheactualexecutionofmanagingevents,theoperationalskillsrequirementshavetendedtobe‘softer’andthemorepeople-orientedaspectsofnegotiationandcustomercarewerehighlighted.Theartofpersuasionandinfluencingothers,whetherinasalesenvironmentorinacustomerrelationshipmarketingcontext,wasseenasmostimportant.Theserelatetothecommunicationskillsoftenusedinresearchbutgofurtherthanjustwrittenandoralcommunication,tounderstandingthelanguageandthevisualliteracyrequiredtoorganiseaneventforaparticularclientorcustomergroup.

Wearealsotryingtocapturethemoredetailedrequirementsoforganisations.Asexpected,healthandsafetywasidentifiedmostoften.

ConclusionWe,asasubjectgroupanddevelopersofstudentprogrammes,needtoworkcollaborativelytoensurethatwedonotlosesightoftheneedsofindustry(whetheraspecificsectorortheeventsindustryingeneral),andouracademiccredibilityandindependence.ThedevelopingworkofPeople1standthegrowingimportanceofAEMEwillhelptutorsandteamsinhighereducationtoshareinformationaswellasenableustoretainouruniqueness.Theresearchthatwehaveundertakensofarindicatesthatindustryvaluesthosethathaveprojectmanagementandthesofterpeoplemanagementskills.Bothoftheseareimportanttoallgraduates,butmoresoforeventsmanagementwhereaholisticratherthanafunctionalapproachtomanagementisimportant,andtasksaredonethroughpeoplenotacomputersoftwarepackage.

Sean Beer, Bournemouth UniversityRunning a pract ica l events

uni t : Dir ty Learning

Introduct ionThisarticleinvestigatesvariousaspectsofthesecondyeareventsunitdeliveredtostudentsontheLeisureMarketingprogrammeintheSchoolofServicesManagement,atBournemouthUniversity.TheunderlyingteachingphilosophyisexaminedusingAshcroft’sDeterminants of Learningasabaselineandthechallengesthatthisparticularapproach,entitledDirty Learning,caninvokearediscussed.

OverviewSecondyearleisure marketingundergraduatestudentsundertakea20creditunitinevents.Therefore,thestudentsarenotspecificeventsstudents,havenotnecessarilyhadpreviousexperienceofeventmanagement.

Studentsreceiveaseriesoflecturesonthevariouscomponentsofeventmanagementandattendaseriesofparallelseminars,whichsupportthelecturesandareprimarilyfocusedontheassessment–apieceofgroupworkwherestudentsactuallyputonanevent.Therangeofeventsisverybroadrangingfromfundraisingdinnersandballs,throughtoquiznightsandfootballtournaments.Thisparticularformofassessmentisattimesfantasticallycomplicated,andpotentiallyrichintermsofthelearningexperiencesthat

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canbegainedbythestudents,butthereareverylooselevelsoflecturercontrol,hencetheexpressionDirty Learning.Italsoposesspecificchallengesrelatingtothefactthatitisapieceofgroupwork,andwearedealingwithaliveevent,forwhichthereareawholeseriesofquestionsregardingownership.

Assessmentisachievedbythreevehicles:

• Abusinessplanproducedbythegroup(approximately5000words,30%ofassessment)

• Atutorevaluationoftheliveevent(40%ofassessment)

• AnIndividualeventevaluationreport(approximately2000words,30%ofassessment)

Thelearningobjectivesaredemandingandtheintegratednatureoftheassessment,togetherwiththefactthatthisgroupwork,meansthatwehavetoconcentrateveryhardtoensurethattheobjectivesaremet.

Student-centred Learning: Ashcroft ’s Determinants of LearningAnenormousamountofworkhasbeendonewithregardtoanalysingthewaythatpeoplelearn.BasedonworkbyCohen(2007)andKearlsey(2007),alistofover50differenttheoreticalperspectivesonthewayinwhichindividualslearncanbecompiled.Assomeonewhohasbeenteachingfor20years,Ihavealwaysstrivedtounderpinmyteachingandlearningpracticewithsoundtheory.However,giventhecomplexityoflearningandalsothecomplexityofthetheoryrelatingtoit,thishasnotalwaysbeeneasy.EricAshcroftworkedoncondensingthetheoryintowhathecalledtheDeterminantsofLearning(Ashcroft,1983).Heidentifiedtenfactorsthathemaintaineddeterminelearningandconvertedthemtotenpracticalinstructionalprecepts.Theseare,thatthefacilitatoroflearningshould:

1.Ensureobjectivesareunderstood

2.Ensureobjectivesarerelevant

3.Arousethelearner

4.Provideusefulfeedback

5.Rewardlearning

6.Providemultipleexamples

7.Activelyinvolvelearners

8.Usearangeofsenses

9.Eliminatedistracters

10.Provideapositivelearningclimate

InmanywaysAshcroft’sanalysisisveryprofoundandcertainlyinspiredmyteachingcareer.Fashionscomeandfashionsgo.Atpresentitmightbeconsideredde rigourtouselearningmodelssuchascommunities of practiceormultiple intelligences.However,IhavemaintainedastrongconnectiontotheDeterminantsofLearningas,forme,theyseemtoworkandprovideaclearframework.Oneofthechallengeshasbeentoapplytheminvaryingcircumstances,thisparticulareventsunitbeingacaseinpoint.

The Uni t in Pract ice: How does i t Measure up to Ashcroft ’s Determinants of Learning?Onthewhole,theeventsunithasbeenverychallengingbutalsosuccessful.GiventhattheDeterminantsofLearninghavebeensoimportantinunderpinningotherareasofmyteaching,itisinterestingtoevaluatetheunitusingtheseinordertoevaluatewhattheycontributeinthiscase.

1) Intermsofensuring objectives are understood,aconsiderableamountoftimeisinvestedinhelpingthestudentstounderstandexactlywhatisrequired,andthenhelpingthemtranslatethissothattheydevelopwellunderstoodobjectiveswithintheirgroups.

2) Thisalsoinvolvestryingtoensure objectives are seen as relevant. Ithastoberecognisedthatthestudentsarenotspecialisteventsstudents.Assuch,itmightbeconsideredthattheywouldn’tbemotivatedinthisspecificarea.However,thisdoesnotseemtobethecase.TheLeisureMarketingstudents,onthewhole,seemtobeveryinterestedintheunitandwellmotivated.Thereareaconsiderablenumberoftransferableskillsthatcanbedevelopedwithintheworkthattheydo,andgiventhattheyaregoingonatwelve-monthworkplacementattheendoftheyear,thereistheopportunityforCVdevelopment.

3) Thedegreetowhichweandtheprocessisabletoarouse the learnerisvariabledependingontheindividual,oritseemsthatway.Thereisalotofactionwithintheunit,considerableamountsofgroupworking,problemstobeovercomeandtheprimarymotivationthatattheendofthedaytheyneedtodeliveranevent.Itisstillpossibleforindividualstodisengagefromtheprocess,butnotaseasyasitmightbe.Certainlytheprocessseemstobefarmoredynamicintermsofarousalthanthenormalroundoflecturesandseminars.Thisinitselfcancreateproblemsfortheacademicstaffintermsoftheenergy,emotionalorotherwise,thatthisunitdemands.



4) Thereareawiderangeofopportunitiestoprovide useful feedback throughouttheunit.Thesupportingseminarsinvolveconstantfeedback,itisevidentthatstaffareinvolvedtoasignificantextentoutsidetimetabledslots(whichisalsoverydemanding),andthereissignificantfeedbackfollowingthebusinessplansubmission,theeventitselfandtheindividualreflections.

5) Rewarding learningis,inthiscase,ascomplexastheprocessitself.Thereisanenormousamountof“onPisteandoffPistelearning”takingplace.Someoftheexperiencesareverypositiveintermsofsuccess,andsomeoftheexperiencescanbefairlynegativeintermsofpoorgroupdynamicsandfailures.Thesecretwouldseemtobetobeabletodrawoutthepositivefromfailure,andtoshowthelessonslearntfromfailinginapositivelight.Obviouslymarksandfeedbackcanbeseenasareward(orpossiblynotinsomecases).Therewouldseemtobemuchintrinsicrewardfromaneventthatgoeswell.

6, 7and8)Itisquitecertainthatthisapproachgivesrisetoasituationthatprovides multiple examples,actively involve learners andinvolvesstudentsin using a range of senses.

9) Oneofthemostdifficultthingstodoisto eliminate distracters, inotherwordstotryandkeepthestudents“onmessage”.

10)keyelementofthewholeprocessistheconstructiveuseofsupportingseminars.Thesearealsousedtotryandprovide a positive learning climate.Iamveryluckywithregardtothedeliveryofthisunitinthataveryexperiencedandcommittedcolleaguerunstheseminars.Betweenuswehaveawiderangeofpracticaleventsexperienceandalsoaimtogenerateachallenging,butsupportive,learningclimate;thoughconflictscanarisebetweensupportingstudentsandleavingthemtoworkindependently.

Overallitwouldseemthattheunitprovidesalearningexperiencethatdoesmatchuptothe‘DeterminantsofLearning’criteria.Theunitseemstobeverysuccessful.Itisalsoverypopularwiththestudentsandonthewholefeedbackisverypositive.Theexperienceshavebeeninvaluableinhelpingstudentsgoingonplacement,resultedinsomestudentslookingateventsasapossiblecareerpathand,coincidentally,resultedinsignificantfundsbeingraisedforcharity,aswellasparticipantshavingagoodtime.

The speci f ic chal lengesHavingsaidallthistherearesomesignificantchallengeswithintheunit.Groupworkisanongoingchallengefacedby

allthoseinvolvedineducation.Inthisunitparticularlythereisanopportunityforstudentstobe‘carried’bytheircolleagues.Forsome,themotivationoftryingtoensurethattheyputonareallygoodeventmeanstheymaybemorelikelytocarrylessengagedstudents.Certainlygroupmeetingscanbeveryheatedwhencolleaguesarenot,orareperceivednottobe,carryingtheirweightandinsomecasesthereneedstobecareful,caringandeffectiveinterventiontoavoidthetotalbreakdownofgroups.

Certainlybeinginvolvedinproducingaliveeventhasitsparticularchallenges.Thisisaverypublicformofassessmentandthestudentsareinvolvednotonlyinputtingonagoodeventfortheirclients,butalsoagoodeventforacademicassessment.Converselythereisalsoatensionwithintheacademicroleastutorsare,ontheonehand,encouragingstudentstoproducetheirownpieceoforiginalandinnovativework,butalsohavetheirownandtheuniversity’snameattachedtotheevents.Thereforethereisapressuretoensurethattheeventissuccessfulandtemptationtointerveneintheprocess.Giventhatthisunitisrunonanumberofcoursesutilisingdifferenttutors,differencesofapproachcanlead,attimes,tofairlyanimateddiscussionbetweenstudentsandtutors,studentsandstudents,andamongsttutors.

Ineffect,theeventisbeingheldformultipleclients.Theseincludemembersofthepublicwhowillattendtheevent,theacademicassessors,thecharitythatmaybeinvolved,andtheStudentsUnion,whichisoftenaco-sponsor.Certainlythesetensionscanbehighlightedwithregardtospecificareas,thedutyofcareandhealthandsafetybeingonesucharea.Thekeyquestionwithregardtothisiswhoisresponsibleforthisparticularevent.Thisquestioncannotbeansweredsimplyastherearemultiplelayersofresponsibilitythathavetobemanaged.

ConclusionTheeventsunitisagoodunit.Thisisparticularlyso,Ibelieve,fromaneducationalperspectiveinthatitisunderpinnedbyasoundeducationalstructureasrepresentedbyAshcroft’sDeterminantsofLearning.Italsoseemstogiverisetoagoodstudentlearningexperience,althoughitcanbeverydemandingparticularlyifsomestudentstakekeyroles.Itisalsoverydemandingonstaff,intermsoftheirtimeandenergy,bothphysicallyandemotionally.Themuchsaferandclearoptionwouldbetorunamoretraditional‘chalkandtalk’taughtunit,however,intermsofrealstudentlearningthiswouldnotcomeclose.



PODI U M: the Further and Higher Educat ion Uni t for the 2012 Games Gareth Smith, Podium Deputy Head

PODIUMisthenationwideFurtherandHigherEducationUnitforthe2012Games,itsroleistohelpwiththesuccessfuldeliveryofthe2012Gamesandtocontributetothewiderlegacyofthe2012Games.PODIUMisfundedbytheHigherEducationFundingCouncilforEngland(HEFCE)andtheLearningandSkillsCouncil(LSC),andhostedbyLondonHigher.

PODIUMhastwomajoraims:

1)TocommunicatebothwithinthesectorandwithoutsideagenciesaboutthepotentialforUniversitiesandCollegestosupportthesuccessfulstaginganddeliveryofthe2012Games.

2)Tocoordinatethedevelopmentofactivitywithinthesectorthatmaximisesthebenefitsofhostingthe2012OlympicandParalympicGamesinthiscountry,contributingtothebuildingofasustainableandwidereachinglegacy.

Toachievethese,PODIUMoperatesthrough5mainworkstrands...

InlinewiththestrategiesofbothitsmainfundersandotherkeystakeholderssuchasDCFS,DIUS,DCMS,BERR,SportEnglandandtheRDAs,theUnitisnotprimarilylookingtodevelopaportfolioofnewinitiatives,buttousethepowerofassociationwiththe

2012Gamestoenhanceexistingstrategyandspreadgoodpractice.

ActionGroupshavebeendevelopedtoaddresseachstrandwherethemembershipofeachgroupreflectsboththeFEandHEsectors,andtheinputofrelevantkeystakeholders.Thereisregionalinputfrominstitutionstotheactiongroups,toinformthegroupofcountrywideactivityandfeedbacktotheregionsof‘workinprogress’.TheactiongroupswillserveasakeypartoftheworkbeingundertakenbyRocketSciencetoproducePODIUM’sBusiness Opportunities Plan.

TheworkoftheUnitisguidedbyasteeringgroupmadeupofmembersfromboththeFEandHEsectorsfrominstitutionsbasedbothinLondonandnationwide,andchairedbyBaronessTessaBlackstone,ViceChancelloroftheUniversityofGreenwich,andMartinTolhurst,PrincipalatNewhamCollege.

PODIUMreflectsaplatformonwhichtobuildtheengagementofthesectorwiththe2012Games.ThemainfocusforthenextsixmonthswillbethedevelopmentofacommunicationsandengagementmodelwithasupportingbusinessplantocovertheperiodoftheCulturalOlympiad(2008-2012).Theinputofthesectoranditsstakeholderstothedevelopmentofthisprogrammeofworkisessentialifitistobebothvisionaryandcomplimentarytoexistinganddevelopingstrategies.

Forfurtherinformationandtofindoutmoreaboutourplans,pleasevisitthewebsite:www.podium.ac.uk

www.heacademy.ac.uk/hlst�0 ��


Using Sport ing and Cul tura l Events to Opt imise the Educat ional Power of Olympic SportInAugust2007,RichardShipway,visitedAustraliaonbehalfoftheWinstonChurchillMemorialTrust,tocompleteaprojectinvestigatingstrategiesthatmaximiseeducationandculturalopportunitiesassociatedwiththeOlympicandParalympicGames.Thisarticlesummarisesthekeyfindingsoftheproject,anddetailsthedevelopmentofalocaleducationtoolkitandculturalguide.UsingthecountyofDorsetasacasestudy,thestrategiesandopportunitiesthatexistatalocallevelforbothsportandeventeducatorsintheleaduptothe2012Gamesareexplored.

Overview of Olympic Educat ion ProjectFundamentaltotheunderstandingoftheOlympicMovement,andtheconceptof‘Olympism’,isitsemphasisoneducation.Theoriginalprojecthadfourprincipalobjectivesto:

1)Identifyeducationalstrategiesthatcouldpotentiallybeappliedtoschools,sportsclubsandcommunitygroupsinDorset.

2)Examineopportunitiestoencourageparticipationinsportasaneducationalsituationinwhichthesevaluescanbedeveloped,andtohelpyoungpeopledevelopvaluesassociatedwiththeconceptandqualitiesofbothsportandtheOlympicGames.

3)Providetheopportunitytousethepowerofsportinaneducationalsettingthatcouldengagethemanyyoungpeopleintoday’ssocietywhomaynotnormallyhaveaninterestinsportoreducationandwhooftenfeelexcludedandisolatedwithintheirowncommunityorduringtheirtimeineducation.

4)Exploretheexistingpotentialwithinthe‘CulturalProgramme’ofthe2012Games,andinvestigatehowculturaleventscanbedevelopedanddeliveredatalocallevelinDorset.

Thisarticleidentifiesaseriesofpotentialinitiativesandeventstofosterlocalinvolvementinpotentialeducationandculturalprogrammesassociatedwiththe2012Games.Weillustratehowthe2012Gamesmaybeusedasaresourceforlearningandteachingintheareasofsportandeventmanagement.

TherecommendationsarebasedaroundtheteachingoffourcoreeducationalvaluesidentifiedasbeingcloselyrelatedtotheconceptofOlympism–thejoyofendeavourinphysicalactivity,fairplay,multiculturalism(internationalunderstanding),andbeingthebestthatyoucanbe(pursuitofexcellence).ThesefourcoreeducationalvalueswereattheheartoftheLondon2012bid,withanemphasisontheyouth.

Manyoftherecommendationsfromtheoriginalreportwillbepilotedinselectedschools,collegesandhighereducationinstitutionsinDorsetfrom2008onwards.ThefindingsillustratethatlessonscanbelearntfromtheexperienceofpreviousOlympicGames,andcannowbeimplementedfortheLondon2012Games,inordertoinspiretheyouthofBritain,usingtheuniquepowerofsportandmajorsportingevents.

The2012GamescannotonlyactasacatalystforsportsdevelopmentthroughoutBritainbutalso,througheducation,assistwithothergovernmentcross-cuttingagendassuchastacklingcrime;antisocialbehaviour;developinghealthyandactivecommunities;improvingeducationalattainment;andcombatingbarrierstoparticipationinsportandphysicalactivity.Thefindingssuggestthattheinclusionofdiverseeducationalandculturalevents,activitiesandinitiativessimilartothoseusedinSydney2000,deliveredinassociationwithsport,canalsohelpfacilitatearangeofwidereducationandcommunitybenefitsincludingculturallearning;citizenship;communitycreativity;keylifeskills;physicaldevelopment;improvedhealth;andsportingsuccess.

Followingconsultationwithkeysport,educationandcommunityleadersinAustralia,aseriesofOlympic-relatedsuggestionsweredevelopedunderthetitleofthe‘D.O.R.S.E.T. 2012 Olympic Education & Cultural Programme’, advocatingtheneedfortheproductionofalocaleducationandculturalpacktomeetlocalneeds.Thisprojectisthefirststepinthisprocess.MuchofthematerialhasbeenadaptedfrominitiativesintheAustraliancontextwhichweredevelopedbytheAustralianOlympicCommittee(AOC),throughtheirOlympiceducationprogrammeandtheAspire*networkThisprojectalsodrewfromeducationalmaterialusedbytheBOAandLondon2012atanationallevel,andaimstotakethebestoftheseforimplementationatalocallevelatsportandculturaleventswithinDorset.

Thefirstthreeobjectivesoftheprojectwerepredominantlyaddressedthrough

Richard Shipway, Centre for Event and Sport Research, Bournemouth University



www.heacademy.ac.uk/hlst�� www.heacademy.ac.uk/hlst��

thedeliveryofonemajorsportingevent-Dorset2012 Olympic Day–heldannuallyacrossthecounty,withtheschoolbeingthecentraldeliveryagent.Thisrequiresstudentinvolvementinorganisation,management,planningandimplementation.Linkedtothisisaprogrammeofadditionaleducationalinitiativesandevents,suchasDorset 2012 Pierre de Coubertin AwardswithinDorsetschools.ThisisdesignedtoemphasiseparticipationandcommendablesportingbehaviourconsistentwiththeOlympicMovement.

Otherinitiativesinclude:

• SailingAcademyEducationTours

• O-News–theD.O.R.S.E.T.2012Newsletter

• OKD–OlympicKnowledgeDorset(auniquelearningenvironmentinOlympicEducation)

• Dorset2012OlympicFunRun

• Olympic Studiesmodules,tobedeliveredatfurtherandhighereducationlevelsacrossthecounty.

Thefourthandfinalobjectiveoftheprojectwasexploredthroughthedevelopmentofanextensiveculturalprogrammeforthe2012Gamesthatfosterslocalinvolvementacrossarangeofarts,musicandculturalevents,aimingtoembracethewidercommunity.Thesuggestedlocalprojectswereadaptedfromseveralgenerallegacystrategiesandareentitled‘The Dorset Cultural 12 for 2012’.

Dorset 2012 Educat ion Programme Theevent-Dorset 2012 Olympic Day-issupportedbyaseriesoftenschoollessonsdeliveredpriortotheeventintheschoolenvironment.Theseriesoflessonsaredesignedaroundteachingthevaluesof‘Olympism’toyoungpeopleinDorset,complimentingtheLondon-centric2012programmes.Theyconcludeinthestagingofeitheranintra-schoolorinter-schoolsportingorculturalevent–Dorset 2012 Olympic Day.Thelessonsofferanoutlinetoorganiseandimplementtheevent.Theprojectisunderpinnedbythe‘Dorset 2012 Olympic Values’,summarisedinFigure1.Theseactasapointofreferenceforstudentsthroughoutpreparationsfortheirevent.ThesevaluesarethefoundationoftheprojectandtheunderlyingidealsofOlympism,asadvocatedbyBaronPierredeCoubertin.

Overall,theDorset 2012 Olympic Daylessonseries:

• encouragesaDorsetwidewholeschoolapproach

• isunderpinnedbytheD.O.R.S.E.T.values(pride,attitude,sportsmanship,individualresponsibility,expressingyourself,respect),whicharemanyofthesamevaluesthatgovernTEAMGB,theBritishOlympicTeam

• encouragesactivelifestyles

• encouragesstudentswithcross-curriculumactivitiesandexperiences

• allowsstudentstolearnaboutarangeofrolesandresponsibilitiesinvolvedinstagingasportingevent

• offersstudentsleadershipandtrainingopportunities

• linkswithadditionalonlineD.O.R.S.E.Tlessons

• encourageslinksbetweenschools,communityandsportingorganizations;

• involvesstudentsandteachersworkingtogethertowardsaculminatingevent-DorsetOlympicDay

• encouragesskilldevelopmentinarangeofsports

• encouragesthedevelopmentofITbytheuseofonlineOlympicandothereducationalresources

AsampleactivityfromthesetoftenOlympiclessonsisdetailedhere.Studentsreceiveahandoutonthe‘OpeningoftheGames’,similartothatinTable1,anddiscusstheorganisationoftheiropeningandclosingceremonies,andhowtheywillorganisethisintheirschool.

Figure 1: The D.O.R.S.E.T. 2012 Olympic Values



Event Meaning

Theentryoftheathletesintothestadiumwiththeirdelegations(inalphabeticalorderexceptforGreecewhichgoesfirst,andthehostcountryattheend)

Letstheaudienceknowwhowillbecompeting,showsrespecttoGreeceforancientOlympictradition.Hostcountryshowsrespecttoallothercountriescompeting

ThedeclarationoftheopeningoftheGamesbytheHeadofstateofthehostcountry

Hostcountrymakesalltheathletesfeelwelcome

TheentryoftheOlympicflagintothestadium SymbolisesthattheeventisapartoftheOlympicGames

TheOlympicanthem SymbolisesthattheeventispartoftheOlympicGames,communicatesOlympicvalues,inspiresathletesandsupporters

Thereleaseofdoves Asymbolofpeace

Theoathswornbyanathleteandanofficialfromthehostcountry

ShowsrespectfortherulesoftheOlympicGames

Theentranceoftheflameandthelightingofthecauldron

SymbolisesthattheeventisapartoftheOlympicGames,referencetotheancientGames

Table 1: Opening of the Olympic Games

The Dorset Cul tura l 12 for 2012 ProgrammeWithinthecontextofDorset,theprojectidentifiedaseriesofpotentialinitiativesandeventstofosterlocalinvolvementinaDorsetCulturalProgrammeofthe2012Games.Thesuggestedprojectsandeventsareadaptedfromvariousgenerallegacystrategiesandareentitled‘The Dorset Cultural 12 for 2012’. Examplesinclude:

1.ProjectswiththeJurassicCoastArtsStrategy,linkingsport,worldheritageinDorset,andculture;

2.Dorsetmedia(TV,radio–WaveFM/2CRandpress–TheEcho)tofocus,monitorandtracklocalemergingtalentedathletesandhopefulsintheCulturalOlympiadfollowingthe2008BeijingGames;

3.WeymouthFECollegetodeliveracounty-widedigitallegacy,mappingthejourneyfrombidtodeliveryforfuturegenerations;

4.Aseriesofcounty-wideevents,organisedbyalllocalauthoritiesinDorsetthatinspiretheyouthinthecountywhilelinkingsport,artandtheOlympicandParalympicideals;

Mostimportantly,educationprojectssuchasthoseoutlinedcentrallyinthisreportshouldbepartoftheschoolcurriculumthatlinkschoolsacrossDorset,promotingtheeducationalvaluesofOlympism.

Theinclusionofdiverseculturalevents,activitiesandinitiativesthatarelocallygroundedhasthepotentialtofacilitateastrongsenseofownershipamongsttheDorsetcommunity.AnauthenticandlocalculturalprogrammeofeventsinDorset,deliveredinassociationwithsport,willhelpfacilitatearangeofcommunitybenefitsincludingeducation,improvedhealth,culturallearning,citizenship,communitycreativity,keylifeskills,physicaldevelopmentandsportingsuccess.TheLondon2012OlympicandParalympicGameswillthusbemorethanjustasportingevent;theywillrepresentameanstoexpressindividuality,civicprideandculturalunderstanding,whichwillendurebeyondthehostingofthesportingevents.

Conclusion HostingtheSailingeventsofthe2012GamesinDorsetprovidesaonce-in-a-lifetimeopportunitytomakeauniqueandenduringimpressionontheyouthofDorset.Itwillbetheyouthofthecountythatwillultimatelyleavethemostlastingandreallegacyofthe2012Games.TheOlympiccharterstatesthat“theuniquerelationshipbetweensport,cultureandeducationistheessentialcoreofOlympism”.Sportinitselfdoesnothavetheabilitytomakethestep-changeinattitudes,butitisanimportantopportunitytogiveasmanypeopleaspossibleatasteoftheOlympicexperience.Thegovernmentnarrativeisto‘reconnectyoungpeoplebackintosportthroughtheOlympics’,throughthemediumofsport.Sportispowerful,buttheOlympicsareevenmorepowerfulasasportdevelopmenttool.London2012shouldbeseenasacatalystforsportdevelopment,whileassistingwithgovernmentcrosscuttingagendassuchastacklingcrime,antisocialbehaviour,developinghealthyandactivecommunities,improvingeducationalattainment,andcombatingbarrierstoparticipation.

Itisimportantthatfutureeducationaleventsandinitiativesassociatedwiththe2012Gamesarerelevanttoyoungpeopleandcapturetheirimagination,andusetheinspirationofyoungpeopletoinvolvepeopleofallages.Olympicthemedsportingeventsinschoolsandcollegesarethefirststepstowardsdevelopingafitterandhealthiergenerationofyoungpeoplewhoareengagedinsport,andwheretheseyoungpeopleareinspiredbytheOlympicidealstotakepartinOlympicactivitiessuchastheDorset 2012 Olympic Education and Cultural Programme. The2012Gamesshouldbeviewedasbeingtheicingonthecaketoassistwithcurrentgovernmentagendas,butnotthecakeitself.ThechallengeforallstakeholdersinvolvedwiththeLondonOlympicandParalympicGamesinDorsetistointegratepreparationsfor2012intothe


broaderlocalsocialpolicyagenda.Insummary,sportandolympic-relatedeventscanbeusedtoassistwithcommunitydevelopmentinDorset,butunlesssportisrecognisedasamajorpriorityinthecountyandgivensufficientresourcesfordevelopment,thenthesepositivelegacyopportunitiesmaybemissedwithinthecontextofthe2012GamesinDorset.

FundingforthisprojectwasprovidedbytheWinstonChurchillMemorialTrust.RichardisaChurchillFellowof2007.Further

detailsontheWinstonChurchillMemorialTrustTravellingFellowshipschemecanbefoundontheTrust’swebsiteatwww.wcmt.org.uk.CopiesofRichard’sfullChurchillfellowshipreportareavailablefromrshipway@bournemouth.ac.uk

*TheAspireprogramisapersonalexclusiveserviceassistingeliteathletestodeveloptheirprofessionalcareers.AspireisaninitiativeoftheAustralianOlympicCommittee,managedbyHudson.www.aspire.olympics.com.au/default.asp

The 2012 Internat ional Convent ion on Science, Educat ion and Medic ine in Sport – The Brunel Universi ty Consort ium BidCelia Brackenridge, Brunel University

What is ICSE M IS?EveryoneknowsabouttheOlympics…mostpeopleknowabouttheParalympics…someknowabouttheCulturalOlympiad…butveryfewknowaboutthe Olympic Conventionor,togiveititsfullname,theInternational Convention on Science, Education and Medicine in Sport(ICSEMIS).TheprecursorstothiseventaretheformerPre-OlympicCongresses,forexample:

• Malaga(BarcelonaGames)

• Dallas(AtlantaGames)

• Brisbane(SydneyGames)

• Thessaloniki(AthensGames)

SeveralotherIOC-linkedsportscienceconferenceswerealsoheldinrecentyearsbutscientificallegiancesbecamestretchedbecausetheformerIOCPresidentfavouredthenaturaloverthesocialsciences.Now,withtheIOCundernewmanagement,andthankstosuccessfulnegotiations,theinterestsoftheOlympicandsportsciencecommunitieshavebeenmerged.Startingin2008,therewillbeasingleeventeveryfouryears,entitledICSEMIS,onthisoccasiontobestagedbyGuangzhou,China,inassociationwiththeBeijingOlympicandParalympicGames(www.icsemis2008.com).

ThefourpartnersinthisrevampedICSEMISenterpriseare:

• TheInternationalOlympicCommittee(IOC)

• TheInternationalParalympicCommittee(IPC)

• TheInternationalFederationofSportsMedicine(FIMS)

• TheInternationalCouncilforSportScienceandPhysicalEducation(ICSSPE)

Together,theywilloverseethesuccessfulrunningoftheConvention.Inpractice,however,ICSSPEhasbeengivenoperationalresponsibilitytoworkwiththelocalOrganisingCommitteeandthe2008ICSEMISScientificCommittee.

PartoftheworkofICSSPE,throughitsAssociationsBoard,currentlychairedbyDrMikeMcNameeofSwanseaUniversity,isthedeliveryofahighqualityscientificprogramme.Theabstractsdeadlinefor2008islooming,andwehopethatUKuniversitieswillbewellrepresented.

What about ICSE M IS 2012?IntheaftermathofthecelebrationssurroundingthesuccessfulLondon2012bid,itbecameclearthat2012offeredanimmenseopportunitytoUKHE.Notonlycanweusethe2012Conventiontoshowcasetotheworldtheexcellentworkthatouruniversitiesandcollegesaredoinginthesubjectfield,butwecanalsousetheoccasiontostimulatelocalandnationalpublicengagementwithsport-relatedsciences.Ouraimmustsurelybetousethischancetoincreaserespectforandinterestinthefullrangeofdisciplinesthatwerepresent.

The Brunel 2012 Consort ium BrunelUniversityhasanexcellentpedigreeintheICSEMISsubjectsand

www.heacademy.ac.uk/hlst��


iswell-placedtoleadabidtorunICSEMIS2012.Indeed,plansforabidstartedtobeputtogetherinlate2005,aspartofanoverallUniversityOlympicStrategy.However,wewereconsciousthattheConventionisavastevent(withperhapsasmanyas5,000delegates)andthat,inordertoappealtotheentireUKHEconstituency,itwouldmakegoodsensetodevelopatrulyUK-widebid.Forthisreason,partnersinScotland,WalesandNorthernIreland,aswellasthenorthofEngland,wereapproached.

TheConsortiummembersare:

• BrunelUniversity(England)–coordinatingthebid

• LiverpoolJohnMooresUniversity(England)

• StrathclydeUniversity(Scotland)

• UniversityofUlster(NorthernIreland)

• UniversityofWalesInstituteCardiff(Wales)

• GlasgowConventionBureau(Scotland)

Our proposed venue – the Scott ish Exhib i t ion and Conference Centre (SECC)MostofthepreviousPre-OlympiccongresseshavebeenheldgeographicallydistantfromthemainGamesvenue. OurproposedvenuefortheConventionisthespectacularSECConthebanksoftheRiverClyde.GlasgowCityCounciltooklessthan24hourstoagreetojointheConsortiumandalsotohelpresourcethebidprocess.Theycouldseethatourbidwouldaddvaluetotheirownbidtohostthe2014CommonwealthGames,andthatbringingICSEMIStoGlasgowwouldhelptobringtangiblebenefitsofthe2012OlympicandParalympicGamestothepeopleofScotland.GlasgowCityMarketingBureauitselfbidsfor40eventseachmonthandwins40%ofthese,meaningthattheystage16majoreventseverymonth,rangingfromDIYconferences,tomusicperformances,tolargeinternationalmedicalandscientificcongresses.

Our main theme – “inspir ing a learning legacy”FollowingthethemeofthewinningLondon2012bid,wewanttoensurethatICSEMIS2012inspiresandleavesastronglegacyforoursubjectfield.Ourcorebusinessislearningsoitseemsappropriatetofocusonthelearninglegacy.WhilstICSSPEwillwantassurancesaboutthelogisticalandfinancialrobustnessofourplans,wealsowanttowidenouttheactivitieslinkedtotheConvention‘proper’toensurethatthebenefitsoftheeventarespreadaswidelyaspossibleintimeandplace.

Someofourideasinclude:

• Achildren’sinteractivesportscienceexhibitionintheGlasgowScienceMuseum,perhapstheculminationofayearlongcurriculumschemeacrossthecountry

• Carbonoffsetassessment,inordertominimisetheenvironmentalimpactoftheConvention

• Exerciseembeddedintheprogramme,suchastrimtrails,walkingandcyclingintheCityandalongtheriverside

• Themeddaysforcountries/regions,inordertoemphasisetheUK-widestrengthsofourwork

• Pre-Conventionpublicengagementroadshows,SportQuestionTime-typeactivitiesandopportunitiesforpotentialfuturestudentstounderstandandbecomeinspiredbysportandOlympicthemes

• School,FEandHECurriculumprojects

• AstudentvolunteerforceintheConventionpartnerlocations,helpingtoruntheprogrammeofsatelliteevents…andattheConventionitself.

Our objectiveswillbe:

• Scientific,clinicalandpedagogicinformationexchange

• Education

• Networking

• Cuttingedgeresearchanddevelopments

• Publicengagement

TherulesofbiddingrequireourConsortiumtosubmitabidfolderfourmonthsbeforetheGuangzhouConvention,andthenmakeapresentationatthe2008Convention.Wehopethatadecisionwillbemadethatweekandthatwewillbesuccessful.

What part can your inst i tut ion play?Ifsuccessfulinourbid,wewouldliketoinvitetheentireUKHEsport-relatedcommunitytojoinwithusinmakingthisConventionasuccess.

Weshouldliketohearfromyou:

• WhatdoyouwantfromthisConvention?

• Howcanwesecurethebestlearninglegacy?

Wearealreadytalkingwithanumberofscholarlyassociationswhohaveagreedinprincipletomergetheirannualconferencesin2012intotheICSEMISprogramme.WearealsonegotiatingwithPODIUM(seepage10)toensurethe



bestpossibleoutcomesoftheConventionforthesectorasawhole.Also,thankstoanintroductionbyResearchCouncilsUK,weareworkingwiththePublicEngagementinScienceGroup(PESG)totrytosecurefundingforourplannedsport-science-relatedpublicengagementactivities.

ICSEMISismulti-disciplinary,coveringeverythingfromexercisephysiology,tobiomechanics,sportsmedicine,physicaleducation,sportsociology,leisureandsportmanagement.Itwillalsobringacademicsandpractitionerstogethertoshareideasandcommoninterests.IfoffersallofusworkinginHEachance

tojointogetherinthemostexcitingsport-relatedlearningeventeverheldintheUK.Wehopeyouwillsupportourbid.

MessagefromChrisJenks,ViceChancellor,BrunelUniversity:

“Whilst we are all thrilled by the performances of our Olympians, we also recognise that sport, exercise and healthy physical activity are a vital part of all our lives …We invite you to support the Brunel 2012 bid for the International Convention on Science, Education and Medicine in Sport.”

Formoreinformationcontact:[email protected]

The Paralympic Games, Disabi l i ty Sport and the Curr iculum.Ian Brittain, University of Bedfordshire

TheorganisersoftheAthensOlympicGamesin2004,quiterightly,madeagreatshowofthefactthattheGameswerereturningtotheirbirthplace.DespitethefactthattheParalympicGameswerebornatStokeMandevilleHospital,theorganisersoftheGamesforLondon2012havethusfarmadenexttonothingofthis.Inasimilarvein,schoolsanduniversitiesarestartingtolookseriouslyathowtheycanusetheOlympicGameswithinthecurriculumtoassistwithteachingoverawiderangeofsubjectareas.Thesame,itappears,cannotbesaidabouttheParalympicGames.Iwouldsuggestthatinbothcasesahugeopportunityisbeingsquandered.Thepurposeofthisarticle,therefore,istoraiseawarenessofthenumerousopportunitiesaneventsuchastheParalympicGamesanddisabilitysportingeneralcanprovideintermsofeducation,andcommunityintegrationandinclusion.ItbeginswithabriefhistoryoftheParalympicGames.Itthengoesontointroducethevariousmodelsofdisabilityandhowtheyapplytoresearchofthevariousbarrierspeoplewithdisabilitiesencounterinsocietyingeneral,andinparticularthoseinbecominginvolvedinsportandphysicalexercise.ItconcludesbylookingatthenumerousopportunitiesthatcouldarisefromusingtheParalympicGamesasanintegralpartofasportsbasedcurriculum.

A Brief History of the Para lympic GamesInFebruary1944,DrLudwigGuttmann,aGermanJewishneurologistwhohadescapedtoBritainduringthewar,wasaskedbytheBritishGovernmenttosetuptheNationalSpinalInjuriesUnitatStokeMandevilleHospitalnearAylesbury.ThiswasmainlytotakecareofthenumeroussoldiersandcivilianssufferingfromspinalinjuriesasaresultofWorldWarII.Guttmannintroducedsportasaformofremedialexercise,andameansofsocialreintegrationandrecognition.

OntheopeningdayoftheXIVOlympicGamesinLondonon29thJuly1948,tomarkthepresentationofa‘paraplegicbus’anarcherycompetitionwasheldbetweenteamsfromStokeMandevilleandtheStarandGarterHome,RichmondUponThames.Thisisnowrecognisedasthefirstofficialcompetitionforathleteswithdisabilities.SlowlyeachyeartheseGamesbecamebiggerandin1952ateamof

fourcompetitorsfromtheDoornMilitaryRehabilitationCentreatAardenburgintheNetherlandsarrivedtotakepart.Thisisrecognisedasthefirstinternationalcompetitionforathleteswithdisabilities.

ThefirstParalympicGamestookplaceinRomein1960,shortlyaftertheOlympicGamesthatyear.FromthenontheGamescontinuedtobeheldoutsideofStokeMandevilleeveryfouryears,althoughforvariousreasonsnotalwaysintheOlympichostcityorevencountry.WinterParalympicGameswereintroducedin1976.

Year Location No. of countries

1960 Rome,Italy 211964 Tokyo,Japan 211968 TelAviv,Israel 281972 Heidelberg,WestGermany 421976 Örnsköldvik, Norway 161976 Toronto,Canada 401980 Geilo, Sweden 181980 Arnhem,TheNetherlands 421984 Innsbruck, Austria 211984 StokeMandeville,UKand

NewYork,USA4541

1988 Innsbruck,Austria 221988 Seoul,SouthKorea 601992 Tignes-Albertville, France 241992 Barcelona,Spainand

Madrid,Spain8375

1994 Lillehammer, Norway 311996 Atlanta,USA 1041998 Nagano, USA 312000 Sydney,Australia 1222002 Salt Lake, USA 362004 Athens,Greece 1352006 Torino,Italy 38

(Winter Paralympic Games are in bold type)



The Paralympic Games are not the Specia l OlympicsTheParalympicGamesshouldnotbeconfusedwiththeSpecialOlympics,whichwerestartedintheUSAinthelatesixtiesbyEuniceKennedy-Shriver.SpecialOlympicsisaboutparticipation,havingfunandeveryonebeingawinner.ItisonlyforindividualswithintellectualdisabilitiesandhasitsownWorldGames.TheParalympicsisaboutelitesportofthehighestlevelandcatersforawiderangeofphysicaldisabilities.IntellectuallydisabledathletesarecurrentlybannedfromParalympiccompetitionfollowingascandalinSydney,2000.

Models of Disabi l i tyThe Medical Model of Disabi l i tyTheunderlyingpremisethatunderpinsthemedical modelofdisabilityarethatanyproblemsthatariseforapersonwithadisabilityareduetotheindividualimpairment,andconsequentlytheproblemoftheindividualwiththeimpairment,andthatimpairmentsareissuesthatneedtobe‘cured’throughmedicalinterventioninorderfortheindividualachievesocietallyacceptednormsforbodilyfunction.

The Socia l Model of Disabi l i tyInGreatBritainin1978,inordertocombatsomeoftheperceptionsaboutdisabilityanddisabledpersonsspawnedbythemedicalmodelofdisability,theUnionofPhysicallyImpairedAgainstSegregation(UPIAS)proposedanalternativewayoflookingatproblemsencounteredbydisabledpeople,whichbecameknownasthesocial modelofdisability.Thismodelproposesthattheproblemsencounteredbypeoplewithdisabilitiesarearesultofthebuiltenvironmentandsocietalperceptionsofdisabilityandisthebasisforcurrentdisabilitypolitics.Thismodelalsounderpinsnearlyallresearchcarriedoutintheareaofdisabilitytoday.

Intruth,theactualsituationissomewherebetweenthetwomodels.Therewillalwaysbesituationswhereindividualimpairmentwillhaveanimpactonday-to-dayliving.Forexample,ablindpersonisunabletoseeandrespondtonon-verbalcuessuchasfacialexpressionsandhandgestures.

Athirdmodelofdisability,calledthebio-social model,isslowlybeingdevelopedtotryandbetterencapsulatetherealsituationforpeoplewithdisabilities.However,thesocialmodelisstillthepreferredapproachforthosepresentlyworkingindisabilitypoliticsduetothefactthatitattemptstoshiftemphasistowardthoseareasofourworldthatcanbechanged.

How Models of Disabi l i ty Translate into Percept ions and Barr iersPercept ions (Based on the Medical Model)Mostoftheperceptionsregardingdisabilityareinherentlynegativeintheirviewofdisabledpeople.Theyincludethefollowing:

• Disabledpeoplearenon-contributinganddependentmembersofsociety.

• ‘They’renotlikeus!’Disabledpeoplefailtomeetsocietallyacceptednormsforphysicalappearanceandbodilyfunction.

• Anyonewithaphysicaldisabilitymustalsohaveanintellectualdisability.

• Disabilitysportisn’treallysport.‘Sport’isaboutphysicalperfectionandtestsofstrength,speed,staminaandskill.Disabledpeople,therefore,cannotpossiblytakepartin‘realsport’.

Barr iers (Psycholog ica l and Tang ible)Negativeperceptionsofdisabledpeoplecangiverisetonumerousbarriers,bothpsychologicalandtangible,thatcannegativelyimpactupondisabledpeoplebothintheireverydaylivesandtheiropportunitiestotakepartinsport.Belowisjustasmallsample:

Sel f -Conf idence and Sel f - ImageWhenconstantlyremindedhowmuchtheirbodiesdonotmatchuptosocietallyacceptednormsforbodilyfunctionandappearanceitissmallwonderthatdisabledpeoplelackself-confidence,especiallytotakepartinsportwheretheirdisabilitiesbecomeevenmorevisible.

Physica l Accessib i l i tyThisisstillaproblemwitheverydaybuildingsandsportsfacilitieswhichwerebuiltanddesignedwithable-bodiedusersinmind.

TransportAccessibletransportthatoperatesattimesandonroutesthatmeettheneedsofdisabledpeopleareararity.

FinanceManypeoplewithdisabilitiesstillliveatorbelowthepovertyline.

Disabi l i ty speci f ic impl icat ionsAnexampleofthiswouldbeablindmarathonrunnerwhoneedsaguidetotrainandrace,availablewhenneededandfastenoughtokeepup.




Avai labi l i ty of adapted equipmentThecostofprostheticlimbsorracingwheelchairs,oftenbasedonspace-agetechnology,canrunintothousandsofpounds.

Opportuni t ies for part ic ipat ionActuallylocatinganopportunitytotakepartinsportandphysicalactivitycanoftenbedifficultasmainstreamprovidersoftenoperateontheassumptionthatdisabledpeopledonotdosport.

Key Personnel (Coaches, Administrators etc)Findingacoachorworkingwithadministratorsandofficialswhoarewillingandhavetheknowledgetoworkwithdisabledathletesisoftenverydifficult.

Possib i l i t ies and Opportuni t iesTherearecurrentlyveryfewresearchersworkinginParalympicanddisabilitysport.However,thatnumberisgrowing.Therearealsoanumberofinterestingnewissuesarisingasdisabilitysportgainsimportanceontheworldstage.Forexample,thecaseofOscarPistorius,theSouthAfricandoublebelowthekneeamputeewhowishestorunintheOlympicGamesandhasalmostachievedthequalifyingstandard.Hisuseofhigh-techprostheticlimbshas,however,givenrisetothenewtermof‘TechnologicalDoping’.

Theopportunitiesfor,andbenefitsof,makingParalympicanddisabilitysportanintegralpartofyourcurriculum,ratherthanaspartoftheusualonehour‘issuesinsport’lecture,areendless.Belowarejustafewtogetyouthinking:

Disabled Students as AmbassadorsThisprovidestheopportunityfordisabledstudentstobebothinspiredandtoinspiretheirfellowstudents.Gettingthemtodiscusstheirexperiencesinsportandlifecouldbearealeye-openerforthewholeclassandhelpyoubetterunderstandhowtointegratethemfullyintothegroup.

Chang ing Att i tudes Followingonfromtheabovebylearningfarmoreaboutboththeissuesfordisabledpeopleandthereasonsbehindthem,aswellaswhattheyareactuallycapableof,canhelptochangeperceptionsamongstafuturegenerationofpolicymakersandpractitionersinsport.

Fast Growing Job MarketWiththeadventofLondon2012,disabilitysporthasbecomeaveryfastgrowingjobmarketinordertofindandpreparefutureParalympicathletes.

Endless untapped areas for researchDisabilityissuesimpactuponeverysubjectarea.Assuch,anypieceofresearchthathasbeencarriedoutinable-bodiedsportcanalsobeappliedtodisabilitysport,withawholeloadofextraissuestoconsiderthatmaketheoutcomesinteresting,informativeanduseful.

Andifthat’snotenoughforyou,considerthisfact–disabledpeopleandtheirfamilieshavea£5billionperyearspendingpower!

ConclusionLondon2012isamassiveopportunityforParalympicanddisabilitysport,andforpeoplewithdisabilitiesingeneral,toshowwhattheycanreallydo.YoutoocanplayyourpartbymakingParalympicanddisabilitysportanintegralpartofyourcurriculum.

Dr Ian Brittain is a Postdoctoral Research Fellow in Olympic and Paralympic Studies in the Department of Tourism, Leisure and Sport Management at the University of Bedfordshire.



Holding World Class Sport ing Events at a H E I - Expanding the Curr iculum Exper ience in Event Management

Donna Abraham, Hartpury College, University of the West of England

Case study: Hartpury Col lege World Para-Dressage ChampionshipsEventManagementisagrowingareaofcurriculuminterest.Securingthe2012OlympicshasundoubtedlythrustSportEventManagementintothespotlight.Insuchacompetitivemarketitisimperativethatindividualinstitutionscanidentifyandpromotetheiruniquesellingpoint.Oneparticularsportthatoftengoesunreportedyetoffersaratheruniquetakeoneventmanagementisequestrianism.

HavingmajorsportingachievementstoshoutaboutintheUKisaratherhitandmissaffair.IrecentlyaskedagroupofundergraduatesportsstudentstorecallsomeoftheUK’sgreatestsportingachievements.The1966footballWorldCupwasmentioned,althoughthiswasbeforeanyofthestudentswereborn,Wilkinson’sWorldCupwinningdropgoalwithjust26secondsremainingin2003wasapopularmemory,theAshesvictoryin2005,andLewisHamilton’scurrentsuccessinFormula1.NotoneofthesportsstudentsmentionedthefactthatthissummertheSeniorBritishEventingTeammadehistorybywinningtheEuropeanTeamtitlefortheseventhconsecutivetime,resultinginacleansweepofEuropeanteammedalsacrossallfourcategoriesofnationalteams:Pony(ridersaged12-16years),Junior(ridersaged14-18years),YoungRider(ridersaged18-21years)andSenior.AndnotonestudentmentionedthefactthatBritishPara-DressageteamwontheirthirdconsecutiveWorldChampionshiptitleoverthesummer(eventhoughthiseventwasactuallyheldatHartpuryCollege!).

Iappreciatethatthisparticularfocusgroupisnotuniqueintheirlackofunderstandingorappreciationofequestrianismasasport.However,ifequinesportsaren’tregisteringonthesesportstudents’radar–HartpuryCollegehasstablingforover200horses,theEquineAcademyisoneofsixsportingacademiesrunatthecollegeandseveralinternationalequineeventsarerunthroughouttheyear–thentheprofileofequinesportslooksproblematical.

Asanationweareactuallyquitegoodatequestriansportsyetwefailtoembraceourownsuccess.In2006ZaraPhilipsbecameonlythethirdeventingridertoholdtheWorldandEuropeantitlesatthesametime,anaccoladeworthyofthe‘SportsPersonalityoftheYear’title.AlthoughthisisanawardvotedforbytheBritishpublic(Zarareceived32.5%ofthe680,000votescast),aBBCforumreceivedcommentssuchas:

‘Phillips is 11th in line to the throne and has never struggled for money or backing. She competes in a minority sport, where few members of the public would know the names of any leading competitors. And just how accessible is equestrianism? It is notas if you can just pop down to your local leisure centre and jump on a horse’.

Youcan’tpopdowntothelocalleisurecentreandjumpinaFormula1car,butthisdoesn’tstopthenationsupportingHamilton’ssportingsuccessthisyear!

AtHartpuryCollegewedeliverarangeofsportbasedprogrammes.Withverylimitedresearchinequestrianeventandsportmanagement,Idrawonothersport

resourcestosupportmyteachingwhenIdelivermoduleswithanequinefocus.Similarly,Idiscussequineexampleswhenteachingmygenericsportscohorts.Iagreethattherearemanyaspectstoequestriansportwhichareunique,butratherthanseetheseasnegatives,weshouldutilisethemaspositiveexampleswhenresearchingandteachingsportandeventmanagement.Forexample,eventingisoneofonlythreesportswheremenandwomencompeteonequaltermsattheOlympics.Asof1stJanuary2007,theFédérationEquestreInternationale(FEI)becamethefirstgoverningbodytorepresentbothablebodiedanddisabledathletes.Popularityofequestriansports,andracinginparticular,iscontinuingtoincrease,withattendanceateventsintheUKsecondonlytofootball.

EquestriansportsopenupanareaofeventmanagementthatIampersonallyinterestedin.Ibelievethereisawealthofresearchpotentialandastrongrationaleforcurriculumdevelopmentinthisareawithregardstoholdingequestrianeventsatthehighestlevel.Forexample,duringthe2008BeijingOlympics,theequestrianeventsareactuallytakingplaceinHongKongduetoissuesofequinediseasecontrolandquarantine.Notonlydoesthishavemajoroperationalandlogisticalconsequencesinrelationtoplanningandmanagingthelargestinternationalsportingevent,butitmayalsoaffectathleteexperienceastheequestrianathleteswillbeseparatedfromtherestoftheirnation’steamsandmaynothaveaccesstotheopeningorclosingceremonies.

UnfortunatelyIwon’tbeabletotakeallmyeventmanagementstudentsovertoBeijingorHongKongwheretheycould


experiencefirsthandissuessurroundingrunningmajorsportingevents,butIcanutilisethefacilitiesandresourceswehaveonourdoorstep.

Overthelastdecade,HartpuryCollegefacilitieshavedevelopedatanincredibleratetosupportthegrowingacademicprovision.HartpuryCollegecurrentlyboastssomeofthefinestequestrianfacilitiesintheUK,andtheCollegehasbeenabletodevelopauniqueprofileasaneducationalinstitutionholdingmajorsportingevents,includingbeingthefirstvenuetohostallthreeequestrianOlympicdisciplinesatEuropeanChampionshiplevel,bothin1997(FEIEuropeanPonyChampionships)and2000(FEIEuropeanYoungRiderChampionships).

HoldingworldclasssportingeventsataHigherEducationInstitution(HEI)notonlyleavesalegacywithregardstoamazingfacilitiesbutalsoofferstheopportunitytoleaveaneducationallegacy.WehavealwaysintegratedoursportingfacilitiesintoourprovisionofteachingbothFEandHE.Therangeofeventsrunatthecollegeofferuniquecasestudieswhichareusedtosupportavarietyofmodulesincluding:StrategicSportManagement;BusinessManagementintheEquineIndustry;EventOrganisation;andSportsMarketingandSponsorship.InrelationtotheEventOrganisationmodule,thestudentsareencouragedtogetinvolvedintheactualrunningofevents,providinginvaluableworkexperience.Asthenew£4.6millionequestrianfacility(HartpuryArena)wasbeingbuilt,studentsweregivenbehindthescenetoursandtheprocessofbiddingforandholdingaworldclasseventwasdiscussedinlecturesaseachstageoftheeventplanningprocessunfolded.

ThelatestworldclasseventheldatthecollegeinJulycertainlyprovidedauniqueinsightintoeventmanagementinthefaceofextremeweatherconditions.InaweekthatsawGloucestershirehitbysomeofthemostintenserainfallandsubsequentfloodingeverwitnessed,HartpuryCollegebattledthroughtodeliveranunforgettableFEIWorldParaDressageChampionshipsoveraremarkablefivedays.Asthiswasthefinalopportunityforqualificationforthe2008BeijingParalympics,thecompetitionplayedhostto34nationsand150competitors.Theeventitselfwassupportedbyover100volunteers,includingHartpurystaffandstudents.

Whilsttheeventwasaresoundingsuccess,thetorrentialandrelentlessdownpourdidpushtheeventtoitslimit.Theoutdoorarenaswereturnedintoswimmingpoolsandthemarqueesintocarpetedmudbaths.Allclasseshadtobemovedintotheindoorarenaswhichmeantorganiserswereupallnightre-schedulingcompetitors.Judges,officials,staffandspectators,whowerestayingoff-site,wereliterallymaroonedatHartpuryovernightasaccesstoneighbouringGloucesterandCheltenhamwascutoff.Theorganiserswereevenfacedwiththeprospectofloosingwaterandelectricity.Despitetheseextremeconditions,staff,studentsandvolunteersworkedincrediblyhardtomakesuretheeventrantoschedule.

Staffandstudentsweren’ttheonlygroupstobenefitfromthisevent.Aswouldbeexpectedfromaneventofthisscale,numerousstakeholderswereidentifiedincluding;athletes,coaches,spectatorsandvolunteers.Thecollegealsoplayedhosttoagroupofinternationaldelegates,includingrepresentativesfromtheChineseEquestrianFederation(CEF)whoattendedtheseWorldChampionshipsasapreparatoryexercisefortheBeijingOlympicsandParalympics.

Asaresultofthissummer’ssomewhatuniqueeventInowhaveanewcasestudytodiscusswithstudents;wehavedevelopedexcellentlinkswithChina;andthestudentsinvolvedintheeventhavegainedinvaluableworkexperience.AtHartpuryCollegeourcurricularinterestineventmanagementismirroredbyourownexperienceinholdingworldclasssportingevents.WewillcontinuetoofferindustryexpertiseandIseeastrongfutureinequestrianeventsandsportmanagement.

Ifyouareinterestedinfindingoutmoreaboutanyaspectsofthisarticle,pleasecontact:[email protected]



Internat ional Event Management Body of Knowledge (E M BOK)

International EMBOK Executive

Itisclaimedthatattheheartofeveryprofessionliesabodyofknowledge.TheInternationalEMBOKhasbeendevelopedasaknowledgeframeworkanddescriptivesummaryofthescopeandprocessesthatareusedinthemanagementofevents,basedonananalysisofinternationalresearch,curriculum,competencyframeworksandappropriateliterature.Itisbeingvalidatedthroughworkshopswithkeyinformantsandfurtherresearch (Silverset al.,2006).

TheInternationalEMBOKModeldrawstogetherknowledgedomains,andtherangeofactivitiesinvolvedineventmanagement,withtheeventplanningprocess,whichwillenabletheeventmanagementdisciplinetobemapped,definedandrefined.Thisholisticthree-dimensionalframework(illustratedinFigure1)enablestheprocesstobebrokendownintoindividualcomponents,illustratesthelogicalrelationshipsbetweenthesecomponentsovertime,andshouldfacilitatebetterunderstanding,aninfrastructureforinformation,andthepossibilityforimprovement.

• Educationorganisations,includingacademicandvocationaltraininginstitutions,mayusetheEMBOKtodevelopandmaintainqualitycurriculumprogrammesbasedonbenchmarkedcurrentpractice,aswellascreaterelevantresearchopportunities

• SkillsagenciesmayuseEMBOKasaframeworkfordevelopingacompetencyframeworkforeventmanagers.

• GovernmentsmayusetheEMBOKwhenseekingtocreateworthwhileemploymentopportunitiesandtoconsiderpoliciesandregulatorylegislationtoprotecttheircitizensandminimisetheirliability.

• CurrentandfuturepractitionersandsuppliersmayusetheEMBOKforcleardirectiontowardscontinuousimprovementofquality,efficiencyandprofitability.

• Andfinally,theeventsindustrymayusetheEMBOKforimageandstatureenhancementbyarticulatingthescopeandcomplexityoftheprofession.

TheInternationalEMBOKModel,includingadownloadableMicrosoftPowerPointpresentation,isavailableontheEMBOKwebsite.Thewebsitefeaturesadescriptionofthemodelstructure,whitepapers,andaportalforinterestedpartiestomakecontributionstowardthefurtherdevelopmentandimprovementofthemodel.ThemodelwillbedevelopedovertimeastheInternationalEMBOKisrefinedthroughtheworkofusers,researchers,skillsagenciesandothercontributors.

Forfurtherinformation,pleasevisit:www.embok.org

Inbrief,theKnowledge DomainsandtheirClasses(ormanagementareas)arethegroupingoftasksandresponsibilitiesofeventmanagementintosubjectareasforthepurposesofstudy,analysisandapplication.Itisbasedon,andfacilitatestheassimilationof,datagatheredthroughexperience,expertopinion,andreviewofresearchandindustryliterature.Withineachclassarenumerouselements(e.g.Administration:domain;HumanResources:class;Volunteers:element)whichwillbesubjecttodifferentobjectives,procedures,andconstraintsduringdifferentphases.

Thefivephasesemphasisetheimportanceoftimeinanyprojectmodelandthefactthateachcomponentintheknowledgedomainhasatimedimension.Theprocessesareanintegrated,sequentialanditerativesystemassociatedwitheachelement,ofeachfunctionalarea,ofeachdomain,ateachphaseintheeventmanagementprocess,withtoolsandtechniquesthatmaybeusedforeach.Finally,theCoreValuesofcreativity,strategicthinking,continuousimprovement,ethics,andintegrationarethevaluesthatmustpermeatealldecisionsthroughouteventmanagementregardingeveryelement,phase,andprocess.

ReleasingtheInternationalEMBOKModelintothepublicdomainhasmadeitavailableasaflexibleresourcetoabroadvarietyofstakeholders.Forexample:

• AssociationsmayusetheEMBOKforproducingandperfectingprofessionaldevelopmentprogrammeandtocredentialproductsthatofferinternationalrecognitionandcareerportabilityfortheirmembers

Figure 1: International EMBOK Model Source: International EMBOK Executive (2005)




Introduct ionEventsmanagementisarelativelynewareaofprovisioninHEnationallyandinternationally,withthefirstsubjectspecificundergraduatedegreeintheUnitedKingdombelievedtohavebeenofferedbyLeedsMetropolitanUniversityin1996.However,sincethentherehasbeensignificantgrowthinprovisionandthesubjecthasemergedfromnichetomainstreamHE.Theareaisincreasinglyseenasdynamic,employingcreativityinthecurriculumandsupportedbyagrowingresearchandpublicationbase.Alongsidethis,thereisincreasedunderstandingoftheknowledgebaseforeventsmanagementeducationandrecognitionofeventsmanagementasasubjectinternationally.InitiativessuchasthedevelopmentoftheEMBOK,areseekingtodefine,researchandunderstandtheparametersofeventsmanagement,andtheknowledgeandskillsrequiredinordertosucceedinthisfastpacedenvironment.AEMEisseekingtoformallyincreaseengagementofacademicsinsubjectareawitheachother,industryandotherstakeholders.

Growthinthesubjecthasmirrored,andinsomewaysexceeded,consolidationin,andincreasedrecognitionof,theeventsindustryitself.Eventmanagementcoursesprovidevocationallyrelevant,academicallychallengingmanagementcoursesthatproducegraduatesabletooperateeffectivelyintheeventsindustryandbeyond.ItiswithinthiscontextthateventshasbeenintroducedasanexplicitstrandwithintherevisedQualityAssuranceAgency(QAA)benchmarkcoveringevents,hospitality,leisure,sportandtourism(QAA,2007).Includingeventsinthebenchmarkwillprovideafirmbasisforfuturegrowthbyrecognisingdevelopmentsinthesubjectareathusfar.Byprovidingasoundbenchmarkforexistingandfutureprovisiontoworkfromandmapagainstinthefuture,itwillenhancethequalityofcourses,andultimatelythestudentexperienceandgraduateemployability.Further,itpresentsanothermilestoneinthedevelopmentofthesubjectandmovesusforwardwiththediscussionofwhetherthisisanexistingoremergingsubjectarea(Bowdin,2004).

Informing content and benchmarks for events coursesHowever,whatsubjectsandcontenthaveeventscoursesbeenincludingwithoutabenchmarktoguidethem?Asimpleansweristheyhaveadaptedandusedtheexistingbenchmarkforhospitality,leisure,sportandtourism(QAA,2000a);generalbusinessandmanagement(QAA,2000b);dance,dramaandperformance(QAA,2002);andotherbenchmarks,whereappropriate,whilereflectingonuniqueeventsindustryspecificneeds.Theeventsindustryisrapidlyexpandingandisincreasinglyrecognisedasanindustryinitsownright.TheindustryhasarecognisedrangeofuniqueneedswhichwillbereflectedintherevisedQAAbenchmarkandarebeingaddressedbyevents-relatedcourses.

Eventscourseshavedevelopedinarangeofcontexts,butparticularlywithindepartmentsandschoolsdeliveringhospitality,leisure,sport,tourism,arts,cultureor

businessrelatedcourses.Asaresult,eventscoursesgenerallyhaveaflavouroftheirhostenvironment.Inaddition,theavailableresourcesanddeliverypatternsaffecthowthecourseshavedeveloped.Forexample,ifthereissmallprovisionoracommonscheme,modulesmaybedeliveredtoevents,leisure,tourismandhospitalitystudentstogether;orifthereisonlyalimitedstaffbase,deliverymaybeinfluencedbythebackground,experience,expertiseandqualificationsofthestaffinvolved.

Manyeventsrelatedcoursesareindustry/vocationallyfocusedmanagementdegreesandasaresult,reflecttherangeofmanagementsubjects(forexample,operations,humanresources,marketing,managementandfinance)appliedtotheindustrycontext,togetherwithmodulesreflectingevents-specificneeds.Butwhatfurthercontentneedstobecovered?

Asastartingpoint,alleventsareunique,takingplacefordifferentpurposesinordertoaddressspecificneeds,includingleisure,social,cultural,politicalandbusiness.Theterm‘events’isusedtocoverarangeofdifferenttypesofeventincluding,conferences,festivals,sportingevents,exhibitionsandparties.Thishighlightsaneedforcoursestocoverthenatureoftheeventsindustryandthebusinessenvironmentinwhichtheyoperate;whyeventsexist;whatpurposestheyserve;andhowthisinfluencesaspectsofdesign,planning,implementationandevaluation.Developmentofthesubjectareahasresultedincoursescoveringcontentrelatedtoeventpolicy,theculturalcontext,andrecentlytheemergenceofanewarea–eventstudies.

Glenn Bowdin, UK Centre for Events Management, Leeds Metropolitan University

Informing content and developing a benchmark for events management educat ion



Thenatureofeventplanninginvolvesdrawingtogetherarangeofresources,peopleandideas,andexecutingtheplaneffectivelywithinstrictdeadlines.Asaresult,theabilitytocombinestrategicandoperationalplanning,andmanagementactivities(andunderstandingandmanagingtherelationshipsbetweendifferentaspectsofthis)iscrucialtoensurethatallelementsareintegratedeffectivelytoachievetheobjectives.Akeyfeatureofeventsisthattheyareprojectled,placingagreatemphasisonprojectmanagementskills,toolsandtechniquesandtheinformationtechnologyandsystemstosupportthis.Giventheuniquenatureofevents,knowledgeandskillsrelatingtoeffectiveevaluation,reportingandcontinuousimprovementarehighlightedtoensurethatmistakesarelearnedfromandrectifiedquickly.

Eventsare,bytheirnature,temporary,takingplaceinpermanentand/ortemporary(non)purposebuiltfacilities.Thisinvolvestheareasofeventsfacilities,venuemanagementandlogistics.Eventsbringtogethertens,hundredsorthousandsofpeopleandthereforeinvolveriskmanagement;healthandsafety;andlaw;togetherwithrelatedareassuchascrowdmanagement;dealingwithlocalgovernment/licensing;emergencyservicesetc.

Eventsareorganisedbyarangeofdifferentpeople,includingthoseforwhomthisisnottheirprimarytask.However,increasinglyspecialistsareprofessionallyorganisingevents.Successfuleventsrelyoneffectiverelationships,asgenerallytheyaredrawingtogetherarangeofprofessionalsinordertodelivertheevent–skillsofnetworkingandbuilding/managingtheserelationshipsarecrucial.Inaddition,considerationisrequiredoftherangeandnatureofstakeholdersandstakeholderrelationships(includingthelocalcommunity),theenvironmentinwhicheventsoperateandtheimpacts(political,economic/tourism,social/cultural,physical/environmental)thattheeventmayhave.

Thenatureofeventsmeansthatmanyinvolvesignificantaspectsofdesign,stagingandproduction,linkedtorelatedareassuchasthemingandanunderstandingofaudiovisualandothertechnologiesandspecialeffects.Itisimpossibletoseparatethefactthateventsaremorethanproductorservice,theyareexperiencesandasaresult.Thisplacesarangeofrequirementsoneffectiveexperiencemanagementtoensureasuccessfuloutcome,sometimesreferredtoasthe‘wow’factor.

Effectiveresourcemanagementisoneofthekeystomanagingsuccessfulevents.Gainingandsustainingfunding,andbudgetingandmanagingfinancetoruneventseffectively,requiresgoodmanagement–giventhatfundsmaybedrawnfromavarietyofsourcesinthepublicorprivate

sectorthroughbidding,privatefunds,grants,loans,ticketsales,merchandisingorsponsorship.Manyeventsareorganisedbysmallteamsofpeoplewhicharethenrequiredtogrowsubstantiallyforashortperiodoftime,onlytocontractimmediatelyafterwards(inresearchterms,‘pulsatingorganisations’).Dependingonthenatureoftheevent,thehumanresourcerequirementsmaybemetbypermanentortemporarystaff,contractorsorvolunteers,withmanyhavingamixofthese.Thisplacesagreatchallengeonmanagerstoensurethatallworkeffectivelytogethertomeettheobjectives,usuallyinashorttimeframe,andthisplacespressureoneffectivehumanresourceandvolunteermanagement.

Finally,allcoursesreflectthecontemporaryissuesaffectingtheindustry,organisations,managersandtheenvironmentinwhichtheyoperate,thereforeareassuchasthereviewoftheLicensingAct,DisabilityDiscriminationAct,internationalisation,standards,employability,diversityandsustainableeventsmanagementhaveemergedandareaddressedasappropriateinthecurriculum.

SummaryThisbriefoverviewofeventsmanagementeducation,hasillustratedthatcoursesneedtocoverarangeoftopicsfromcoremanagementthroughtoevent-specificsubjects,inordertoaddresstheeventsindustryandotherstakeholderneeds.Thediscussionhasprovidedonlyasnapshotofsomeofthetopicscoveredwithineventscourses–clearlyotheraspectswillemergeandarereflectedincoursedevelopment.TheintroductionofeventsintoarevisedQAAbenchmark,alongsidehospitality,leisure,sportandtourism,willprovideafirmfoundationforthefutureadvancementofthesubjectarea.Itisameansbywhichqualitymaybeassuredinthefuture,andwillenablecourseproviderstoreflectasharedunderstandingofthebenchmarkoftheeventscurriculum.

Thediscussionhashighlightedsomeoftheareasthateventscoursesincludewithintheirprovisionwhichwillbereflectedintherevisedbenchmark.However,thebenchmark,andthediscussionabove,reflectsthecurrentposition–coursescontinuetoberesponsivetothechangingenvironment,stakeholderneeds,researchadvances,andcontemporaryissues,whichhaveledtotheemergenceofthesubjectoverthepastdecadeandwillcontinuetoinforminnovationsinthecurriculuminthefuture.

Glenn Bowdin is based at the UK Centre for Events Management, Leeds Metropolitan University and is Chair of the Association for Events Management Education (AEME).


Onl ine conferencing to fac i l i t a te construct ive a l ignment in Sports Event ManagementKelly Goodwin, Bournemouth University

TherehasbeenamajorshiftinthepatternsofteachinginBritishhighereducation(HE)inanefforttoequipgraduateswiththenecessarytransferablepersonalskillsrequiredfortheworkplace,ultimatelyenhancingtheiremployability.Theintroductionofsportseventmanagement(SEM)withintheundergraduatesportpathwaysatBournemouthUniversityhasprovidedavaluableteachingtool.Thishasbeenmanipulatedsuccessfullyinordertoattainnotonlyinstitutionalgoals,butalsotoequipstudentswithvaluableskillsconsideredaprerequisitefortheworkplace.

SEMunitsarestudent-centredwithemphasisplaceduponlearneractivity.Studentsareresponsibleforthestagingofareallifesportingeventwithinthecommunity.Throughouttheacademicyear2006–2007,BournemouthUniversitysportsstudentsstaged19successfulsportingeventsofvaryingcomplexity.Levelsofcommitmentbetweenthestudentsvariedtremendously,rangingfromutterabsorptiontodownrightlaziness.However,aftercompletionoftheunitandupondeeperreflectionmanystudentshadpositivereactions.Studentswereprovidedwiththefreedomtotesttheirideasandwereforcedtotakeresponsibilityfortheirownlearninginsteadofplayingatypicallypassive-learnerstudentrole.Studentsbecameempoweredbythelearningenvironmentwhichencouragedtheacquisitionofnewskillsandpersonalresponsibility.Bycomparison,theacademictheoryprovesmerelyanadjunct.

InordertoovercometheproblemsassociatedwithdeliveringtheSEMunit,astrategiclearning,teachingandassessment(LT&A)strategywasdevised.Theunitwasconstructivelyalignedandonline-conferencingwasintroducedtofacilitatethisalignment.

Construct ive Al ignmentThefundamentalprincipleofconstructivealignmentisthatagoodteachingsystemalignsteachingmethod,assessment,andlearningactivitieswiththestatedlearningobjectives,sothatallaspectsareinaccordinsupportingappropriatestudentlearning(Biggs,2007).Everythinginthecurriculum–thelearningoutcomes,thelearningandteachingmethods–shouldfollowon,onefromanother,andbeseamlesslydemonstrablyinterrelated(Rustet al.,2005).

Onl ine Conferencing TasksOnlineconferencingwasintroducedtofacilitateconsistencyacrossthemodule.Forthepurposesofthisarticle,tasksarereferredtoase-tivitiesandallonlinelearners(students)asparticipants.

Thee-tivitiespracticedthroughouttheSEMunitwerebasedonlowcostcomputermediatedenvironments,wereeasytocreate,andonlyrequiredaccesstotheinternetandthediscussionboard,whichwastextbasedandasynchronous(Salmon,2002).Oncestudenteventteamswereallocated,participantsweregivenaccesstotheirspecificteamdiscussionboardandthenecessarytrainingtousethem.

ParticipantswereprovidedwithaclearunderstandingoftheLT&Astrategiesunderpinningtheiruseoftheonlineconferencing.Particularattentionwaspaidtothepurposeofthee-tivitiestheywererequiredtoactivelyengageinandthepotentialofonline-conferencingtoenhancetheirlearningexperience.Itwasmadeclearfromthestart:

• whatwasconsideredtobetheminimumacceptableindividualcontribution

• theamountoftimerequiredtoallocatetoeachonline-conferencingsession

• howthesecontributionswouldbeusedtoassistformative,summativeandpeerassessmentcomponents

• howthee-tivitieslinkedtoandintegratedwiththerestoftheunit(constructivealignment)

Thecontentofeache-tivitywasbasedupontheacademictheorydeliveredpreviouslyinlectures.Fourseparateonlineconferencingsessionsfocuseduponthecreationofaneventproposalrequiredforsubmissionattheendoftheautumnterm.Studentsweremadeawarethatthesuccessoftheireventmighthingeontheirabilitytocompleteeachoftheindividuale-tivities,baseduponthe‘eventprojectlifecycle’,andeffectiveexecutionofthe‘eventplanning’stage.Theeventplanningstageofthelifecycleservestodeterminetheactivities,timeandresourcesrequiredtoachievetheobjectives,togetherwiththescheduletocompletetheprojectontime(Bowdinet al.,2007).

E-tivitycontentrelateddirectlytoidentificationandimplementationoftheresourcesrequiredtocompletevariousactivitiesinordertoachievetheobjectives.Theuseofe-tivitiestopromoteearlystudentactionwasconsideredvital.Failuretoachieveeachstagehadthepotentialtoresultinnoncompletionofthenecessaryactivities



requiredinordertobringeacheventtofruition.Inaddition,thestructureofthee-tivitiesencouragedstudentstobecomedeeplyimmersed.Byprovidingahighlevelofstructureandveryspecificfocitotheseriesoflearninge-tivities,deeperlearningcanbepredicated(Rogers,2004).Individualparticipantswererequiretocontributeduringthe48hourwindowofopportunityprovided,andpostingsneededtobewellconsideredandrelevantastheywouldbeusedforsummativeassessment.

Format ive FeedbackInthecourseofknowledgeconstruction,studentsinevitablycreatemisconceptions,whichneedtobecorrected;butfirstyouhavetofindoutwhattheyarebyformativeassessment,sothatanymisunderstandingscanbesetrightintheformativestage(Biggs,2007).Online-conferencingprovidedthevehicletodojustthat,eache-tivityaddressedassignment‘one’,enablingthetutortoprovideeffectivefeedback.ThisassistedtheproductionofqualityeventproposalsoutliningexactlyhowtheeventteamwouldproceedwiththeireventaftertheChristmasvacation.Qualityeventproposalshelpedre-engagethelearnerwiththeeventplanningprocessquicklyandefficientlyaftertimeawayfromacademia.

BeforetheEastervacationthestudentswereassessedonthestagedeventitself.Anoverallmarkwasawardedtogroupmembers,buttheeventscorewassubjecttobothtutorandpeerassessment.

Peer AssessmentStudentswereprovidedwithanin-depthexplanationregardingtheprocessofpeerassessment.Theywereadvisedtousethearchivedonline-conferencingcontributionstoassisttheirevaluationofthecontributionfrompeersduringtheeventplanningprocess.Theresultsofonlinee-tivitieswereavailableforinawaynotpossiblewithmoretransientverbalconversation(Salmon,2002).Thetutoralsoawardedeachindividualamarkdependentonthequalityofonline-conferencingpostingsandoverallcontributiontotheeventplanning.Thearchivedonlinee-tivitiesprovidedevidencetosupportthetutor’sfinaldecision.Thiswasfurtherreinforcedbyindividualstudentattendanceandcontributionrecordsduringface-to-facemeetingsintheweekswhenonline-conferencingwasnotrequired.

Ref lect ive EssayThefinalcomponentoftheassessmentschemerequiredindividualstoproduceanessayreflectingontheeffectivenessoftheeventplanningprocessandtheirperceivedrole.Moon(1999)emphasisestheimportanceofthetermreflection.Shecontendsthat‘reflection’entailsconsideringsomethinginmoredetailwithapurposeand/oroutcomeinmind,andthatitextendsbeyondsimplerecall.Thearchivedonlineconference

contributionsenabledstudents’comments,questions,problemsandsummariestobe‘threaded’andarchivedwithinbothsmallandwidergroupsettings(Rogers,2004)asthecourseunfolded,aidingthereflectiveprocess.

Evaluat ing the success of onl ine conferencing as a method to ass ist construct ive a l ignmentQuestionnairesweredistributedandmadeavailableontheUniversitywebsite.Onlinedialogueproducedarepositoryofarchivedcontributions:614e-mailspostedoverfourseparatetwo-dayonline-conferencesessionsby87studentsandonetutor.53%ofstudentscompletedthequestionnaire.Ofthese,82%chosetheoptiontoelaborateprovidingqualitativedata,usefultoevaluatewhethertheinitialobjectivesforintroducingonline-conferencinghadbeenmet.

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OLC to benefitother units

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Assisted running asuccessful event

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Graph 1: Student responses to question 1 – 3 of the Questionnaire

Graph 2: Student responses to question 4 – 6 of the Questionnaire

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Theoutcomesfromintroducingonline-conferencing(asynchronousdiscussion)andassociatede-tivitiesprovedfruitfulandaneffectivewaytoensureTL&Aqualitywas

maintained.Thefacilityprovedanessentialtooltoensureteamsremainedonschedule,andprovidedanexcellentmethodtochasestudentswhoprocrastinated,soassistingthetutortomaintaincontrolofademandingandunpredictableunit.Lectureswererelatedtoe-tivities,inturnrelatingtotheeventproposal(Assignment1).Animprovedeventproposal,followingformativefeedback,assistedstudentstostageasuccessfulevent.Thereflectiveessaywassupportedbythearchivedcontributionsfromteammembersthroughouttheeventlifecyclewhichstudentsreferredbackto.Questionnaireresultsoverwhelminglyindicatedapositivereactionfromstudentswithageneralconsensusthatgroupworkandcommunicationwereimproved(84and72%respectively).Inaddition,84%agreedthattheiracademicunderstandinghadbeenimprovedand74%thatthefacilityhadhelpedwiththesuccessfulstagingoftheirevents.Online-conferencingande-tivitiesensuredthatduringtheco-ordinationandrunningoftheSEMunitlearningandteachingmethodsfollowedonfromoneanotherandwereseamlessly,demonstrablyinterrelatedandsoconstructivealignmentwasachieved.

Graph 3: Positive responses to online-conferencing compared with negative responses

Motivat ing learning through innovat ive assessmentCaroline Jackson, Bournemouth University, Alison Palmer, Jenny Anderson and Liam Higgins, Southampton Solent University, Lyn Bibbings, Oxford Brookes University

Introduct ionTheTowardsLearningCreatively(TLC)FDTL(FundfortheDevelopmentofTeachingandLearning)phase5project(2004–7)identifiedthatmoreinnovativeassessmentshavegeneratedbenefitsforstudentsandstaff.Oral,visualandpracticalassessmentsmotivatestudentstobecomemoreindependentlearners.Thishassignificanceforallstudentsbutespeciallyforthosewithdyslexia.ThisarticleoutlinestheresultsofquantitativeandqualitativeresearchundertakenbytheprojectatSouthamptonSolent,OxfordBrookes,andBournemouthUniversitiestoidentifywhethernon-orpartially-writtenassessmentsarebeneficial.Itthenfocusesmorespecificallyonthefindingsfromresearchwithstudentsthathaveexperiencedaliveeventsmanagementunit(acasestudyonthewebsitewww.creativeassessment.org.uk)

Current assessment pract ice and exper iencesAnalysing334assessmentsonsixsampledcoursesacrossEvents,Hospitality,Leisure,SportandTourismshowedusthatourunitswerepredominantlyassessedbyusingthewrittenword,ineitheressays(28%),reports(16%)orunseenexams(16%).ThisresultsupportsthoseoftheHEA’snationalsurveyofassessmentpracticeinHospitality,Leisure,SportandTourismof49HEandFEinstitutions(LINK14)ofthemostcommontypeofassessment,butinaslightlydifferentorder:reports;essays;exams;presentations.Youcouldsay,‘sowhat’swrongwiththat?’Thepedagogicliteraturehasalottosayonthistopicbutnotalltutorsengagewithit(sowehavedoneitonthewebsite).

Wereweanydifferent?Whatwastheexperienceofstaffandstudentsinoursubjectareasatourinstitutions?Tofindout,weconductedsixfocusgroupswithstudentsandstafftobetterunderstandtheirexperiences.

Thestudentspraisedsomeformsofassessment,speakingindepthabout‘practical’formsofassessment.Examplesoftheseincludedcoachingskills,eventmanagement,andvideoproduction.Anoverallsummaryofthemainpointsraisedbystudentsabouttheirexperiencesofwrittenandnon-writtenassessmentcanbeseeninthetablebelow.Thesefindingsweremirroredbythestafffocusgroups.

0

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Positives NegativesExaminations (written)

• Proofthatearnedadegree• Preferin-classtests

• Onesessioncanbedownfall• Studentswithdyslexiaavoid

examsifoptionsareavailable

Essays/Reports (written)

Havemoretimetostructureworkandexpressideasmoreclearly

Toomanyofthem

Practicals/presentations/videos (non-written)

• Industryrelated• Putslearningintopractice• Allowsthemto‘shine’• Immediatefeedback

Whenthismethodinvolvesgroup-workitmeanssomestudentsare‘carried’

Anumberofkeythemeswereidentifiedbyacontentanalysisofthefocusgrouptranscriptsthatcouldberelatedbacktotheliteratureonlearning,andespeciallyexperientiallearningandassessment.PartofthelearningprocessinHEistodevelopindependenceandgraduatesaslife-longlearners.Ineventterms,notjustanenjoyableeventbutonethathasalegacybeyondthelifeoftheevent.Areweachievingthis?

ThestatementsmadebystudentsinthefocusgroupsverymuchrelatetothequantitativeresearchundertakenbyBroad(2006),wherestudentsidentifiedwhattheythoughtindependentlearningmeantanddidn’tmeanfromalistofstatements.Theonethatbestdescribedindependentlearningwas:“Whenyoutakecontrolofyourlearningbytakingresponsibility”.Thestatementtheyfeltbestdescribeddependent learningwas:“Sittinganexamination/testfromwhichfeedbackisgiven”andgiventhatmoststudentsdon’tgetfeedbackfromexaminationsshowshowdependenttheycanbe.

Student mot ivat ionWhatstruckuswastheexcitementandanimationthatsomeformsofassessmentseemedtoengenderamongstthestudents.Thepositivecommentsappearedtoberelatedtogreatermotivation.Wewantedtofindoutmoreabouttheexperiencesofourstudentsthatundertookassessmentsinanon-orpartially-writtenformat.Thereforewecarriedoutseventeenin-depthinterviewsinApril-May2007.SevenofthesewerewithstudentsatBournemouthUniversitywhohadundertakenaneventsmanagementunitintheirsecondyear,hadayearoutonplacement,andwerejustfinishingtheirfinalyear(i.e.morethantwoyearsafterthisformofassessment).

Assessmentmethodsarebytheirnatureexternalconstructstoanindividualstudent,butonesthatweattempttodesignsothattheyengagestudentsintransformationallearningandundertakeadeepapproachtotheirstudies(Lawsonet al.,2006).“Thecurrentconsensusisthatintrinsicandextrinsicmotivationcodetermineinvariouswaystheengagementin,andresultingqualityof,alearningexperience”(Byeet al.,2007:142).

Extr ins ic mot ivat ionInpreviousresearchithasbeenidentifiedthatthereisanassociationbetweenextrinsicmotivationandashorttermapproachtosurfacelearning.Partofthediscussionhasbeenacriticismofthegrade-orientationofHEassessmentandthattasksareseenasameanstoanendratherthananendinthemselves.Whenlookingatmotivation,thisissuecanalsoberelatedtosituationalinterestand,inthecontextofevaluatingstudents’experiencesofassessment,couldberelatedtotheexternalstimuli,andthatthemotivationisoutcomeorientedinthatarewardoutsidetheactivityitselfmotivatesengagementwiththatactivity.Weoftenrefertotheserewardstojustifyourselvestostudentsinthepracticalexperiencetheyhavegained,andthetransferableskillstheyhavedemonstrated,allofwhichhelpthemtogainaworkplacementorgraduateposition.

Whenanalysingthetranscriptsoftheinterviewswithstudentsitwasassumedthatextrinsicmotivationwasdemonstratedwhentheeventwasseenasameanstoanend,orwhereexternalsignsofworthweresoughtorgiven.Motivationdoesnotjustexist,orismissing,butcanbeanegativeorapositiveforce.Thetranscriptswerethereforeanalysedtofindwhethertheexternalmotivatorsactedasmotivatorsordemotivators.Asummaryofthekeyfactorsidentifiedcanbeseeninthetable:

Extrinsic motivators Extrinsic demotivators• “Ohitwasbrilliant.Itwasjust

seeingtheoldpeople’sfaces.Theywereallsohappy”

• Somethingtotalkaboutwithfutureemployersandsomeindicationofsocialisationwithpeersandother‘outside’people–organisationsandcustomers

• Varietyofassessmentmethods–itwasagreatchangetobeassessedthisway

• Lackofeffortfromsometeammembers

• Lackofcontrolfromtutors• Assessmentcriteriaunclearornot

seenasequitable• Nogradesforinputorprocess

Theresultsshowthatstudentsfeltthattheydidnotcontroltheirenvironmentandthiswasoftentheassessmentprocessitself(tutorandassessmentcriteria)andotherteammembers.Althoughexternalfactorssuchasvenue,weatherandotheragenciesthathadanegativeeffectontheorganisationoftheevent,thiswasseenaspartoftheexperience,beingflexibleandusingtheirowninitiative.However,thosefactorsthattheyfelttheycouldnotcontrolwereademotivator.Asaresultitisimportantthatstudentshaveamoredirectroleincreatingthecriteriaandtheirassessment.Therealsoneedstobeamoreformalapproachtothehumanresourceandorganisationalaspectsofteamwork.Itwasinterestingthatthestudentsdidnotdirectlymentionthegradestheyachievedbutmeasuredthesuccessoftheeventontheimpactontheirguestsorclients.Forachange,theassessmentbecameapositivenarrativeinthestudentbar.Thesepositiveexternalstimuliwerewhatcreatedthepositiveemotionalfeelingaboutthepositivestrengthsofthisformofassessment.


Intr ins ic mot ivat ionWhatwereceivedfromthestudentswasanemotionalresponse,soitisworthreflectingontheworkofCsikszentmihalyi(1990),whodescribestheintrinsicallyinterestedandmotivatedpersonasautotelic andonewhomayexperiencethestateofflow.Certainlytheimpressionfromthoseinterviewedisthattheorganisationandexecutionofaliveevent‘tookover’theirworlds.Csikszentmihalyialsotalksaboutan‘authentic’project,onethatisdonethroughfreechoice.Studentshavetodoaneventaspartoftheirunit,buthaveafreechoiceastowhatitisandwhotheirclientsare.Thismayhelpwithownershipoftheevent,butmayalsoresultinsomeindividualsbeingdisenfranchisediftheeventteamisnotmanagedeffectively,orifeveryonedoesnotfeelthattheeventistheirchoice.Inthesecasestheeventsor‘inauthenticprojects’occurwhenthestudentsimplytakesonapredeterminedrolefromascriptwrittenbyothers.

Byeet al.(2007)identifythatinanacademiccontext,intrinsicgoalorientationisthedegreetowhichstudentsperceivethemselvestobeparticipatinginalearningtaskforreasonssuchaschallenge,curiosity,andmastery;thatthestudent’sparticipationinthetaskisanendinitself.Inanalysingthetranscriptsitwasassumedthatintrinsicmotivationwouldbedescribedintheseways.Theresultsoftheanalysiscanbeseeninthetablebelow.Again,therewasevidenceofintrinsicfactorsthatactedasanegativeforce,ratherthanthepositivepsychologicalviewofflow.

Theeventseemedtogeneratepositivefactors,bothrational(personalskillacquisition)andemotional(excitementandenjoyment).Thenegativeaspectswereusuallydescribedinemotionaltermsandwerecausedbytheexternalfactorsdescribedabove,throughtheprocessandtheotherteammembers.

Intrinsic motivators Intrinsic demotivators•Excitement,enjoyment•Responsibility•Choice,freedom•Creativity–makingyourownproduct•Skills:organisation,planning,time-management,supervision,customer-care,teamwork•Attitude,reliability

•Anxiety•Stress•Nervousness•Frustration•Disappointment

Overwhelminglythestudentsspokepositivelyabouttheoverallassessmentprocessandthechoice,freedomandresponsibilitygiventothemintheparttheyplayed.Thisautonomygavethemtheopportunitytobecreative,whethertheeventitselfortheirpartinthis,forexampleapromotionalcampaignorthevenuedecoration.Theywereabletobuildtheirknowledgeandskillsoveraperiodoftimewhichhadapositiveeffectontheirpersonalattitudeandsenseofreliability.Theywerechallengedandforcedtotaketheirlearningmoreseriously.

ConclusionTheoverwhelmingresponsefromthestudentswasthattheexperienceofbeingassessedthroughorganisingaliveeventwasapositiveone.Agreateranalysisoftheirexperiencesidentifiedthattherewereanumberofnegativeaswellaspositiveaspectsandanumberofexternalfactorsthatcouldbebettermanagedbytheunittutortoenablethestudentstofurtherimprovetheirengagementandmotivation.This,astheliteratureindicates,willencouragethestudentstowardstransformationalandlifelonglearning.Astwofinalyearstudentssaid:

“Ithinkit’skindofprogressionandnow,thisyear,IamsomuchmoremotivatedandorganisedandIlookbackonthateventandthinkthat’swhereIbegantochangemywayofthinking.Yeah,Iknowthatsoundsreallydeepandsomewhatridiculousbutit’strueIlookbackonthatasthefirsttimeIreallypushedmyselftodosomethinglikethatandIthinkyoulearnthingsfromit.”

“Ithinkpersonallyitwasoneofmybestexperiencesatuniversity.”



courseandtheirfuturejobs.Consequentlyassessmentsneedtoreflectthetypeofthingsthattheycouldcomeacrosswhenemployed.Forexample,woulditbebettertoaskanursingstudenttowriteanessayonhowtoadministeraninjection,orshouldweaskthemtodemonstrateitandtalkthroughtheprocess?Theanswerhereshouldbesimple.Surelyitisbettertoaskstudentstodemonstrateskillsratherthanwritetheoreticalessaysabouthowtheseskillsshouldbecarriedout.Apatientinpainwouldnotbeconsoledbythefactthatthepersoninflictingthatpainwroteawonderfulessayabouthowthejobshouldbedone!

ReflectionsoncurrentpracticeintheSportEventFundingandManagementmoduleandstudentfeedbacksuggestedthattheassessmentmodewassomewhatlimited.Themodulewastaughttoaround50studentsandtheassessmentwastwoseparateassignmentstobecompletedoverthecourseoftwosemesters.Thefirst,agroupreportofbetween2,000and2,500words,askedstudentstotheoreticallyrunandmanageaneventoftheirchoice.Studentsareencouragedtoplanasmallevent,suchasalocalswimminggalaorrugbytournament,ratherthantheWimbledonTennisChampionshipsorFootballWorldCup!Studentsweregivenasetofassignmentcriteriawhichstatedthattheyshoulddiscusstheevents’aims,objectives,locationandlogisticaltimescales,andproduceoperationalchecklists.

Thesecondassignmentwasanindividualreport,againofbetween2,000and2,500words,requiringstudentstocritiquethedifferencesbetweentheeventthattheyhadchosentoplanforandoneofthemajoreventstheyhadbeendiscouragedfromusing.Followingthistheywereaskedtodevelopaseriesoflessonsthattheorganisersofsucheventscouldlearnfromeachothertobecomemoreeffectiveinthefuture.

Robert Wilson and Fiona Phoenix, Sheffield Hallam University

Developing Innovat ive Assessment in Event Management

Introduct ionTheSportandActiveLifestylesprogrammeatSheffieldHallamUniversitycurrentlyhasnineundergraduatedegreeprogrammeswhicharedueforexpansion,followingacomprehensivere-validationprogramme,inSeptember2008.InconjunctionwiththerevalidationprogrammetheUniversityhaslaunchedThe Assessment for Learning Initiative(TALI)tosupportthedevelopmentofanassessmentculturethatfulfilsallthepurposesofassessmentforstudentlearningacrosstheUniversity.ThefocusofTALIistoinitiate,co-ordinateandsupportthestepsneededtomovetowardsanintegratedapproachtoassessment.Onestrategytoachievethisissupportthedevelopmentofassessmentandfeedbackpracticesthatfocusonlearningandpromotestudentengagementandattainment,particularlyby:

• ensuringthatassessmentisappropriatelyalignedwithlearningoutcomesandactivities;

• placingmoreemphasisonsmalllowstakesassessment;

• supportingstudentswithtimelyfeedback;

• reductionoftheassessmentburdenonstudentsandstaff;

• appropriateuseofadvancedlearningtechnologies;

• assessmentpracticesthatarelearnerfocussedandpromotestudentengagementandsuccessfullearning;

• regulationsthatareclear,consistentandstudentcentred;

• assessmentprocessesthatareefficientandeffectiveandwhichsupportthedeliveryofhighqualitylearningexperiencesforourstudentsandourstaff.

(AdaptedfromThe Assessment for Learning Initiative)

Inlightofthis,amoduleonthecurrentBSc(Hons)SportManagementprogrammewastargetedtobecomeamodelrepresentingtheshiftinassessmentculture.Themodulechosen,Sport Event Funding and Management aimstodevelopstudents’knowledgeoftheskillsrequiredforplanningandmanagingsporteventsandfundraisingcampaigns.Studentsareintroducedtotheprinciplesofsporteventfundraisingandmanagement,thenapplytheseprinciplestotheorganisationandmanagementofrealevents.Itwasfeltthatpriortorevalidation,theassessmentstrategyforthemoduleshouldbedevelopedtoenhancethestudentlearningexperienceandbegintoaddresstheprinciplesofTALI.Theremainderofthisarticlefocusesonthestepsandimplicationsofchangingeventmanagementassessment.

Redef in ing the assessment methodAssessmentsneedtobevalidandfitforpurpose(Brownet al,1996).Theyshouldthereforealigncloselytothespecifiedlearningoutcomes(Biggs,1996)andassesstherightthings,notthosethingsthatarenecessarilyeasytoassess.Additionally,Boud(2000)arguesthatassessmentshouldbesustainableandencompassabilitiesthataccompanylearningthroughoutlifeinbothformalandinformalsettings.IndeedatSheffieldHallamwehavefoundthatstudentspreferandperformbetterinassessmentsthatarepertinenttothem,their



AlthoughtheseassessmentsgenerallyalignedtoprinciplesoutlinedbybothBrownet al.(1996)andTALI,itwasclearthatstudentswerenotengagingwiththelearningprocesstotheextentthatstaffbelievedtheywould.Atbest,thestudentscouldregurgitatetextbookanswersanddiscussions,butrarelyunderstoodtherealcomplexitiesofrunningandmanaginganevent.

A new orderTheassessmentmodewasoverhauledinthesummerof2006inresponsetostudentfeedback,anincreasingawarenessofissuesregardinglearning,teachingandassessmentandTALI.Lowerstakeassessmentswereintroduced,enhancedlevelsoffeedbackweredeveloped,andstudentsbecamemoreinvolvedinassessmentinnovationsthatfacilitatedtheirlearning.Toenhancetheassessmentpackage,theteachingprogrammewasalsochangedtoreflectashiftintheskillsrequiredfortheassessmentandtoallowmorestaff-studentcontact.Thenewassessmentstrategyhadthreeparts:

Part 1 – The Event (40% of module mark)Studentswereaskedtoorganisethemselvesintogroupsof7or8andstagea2-hour‘real’eventoftheirchoice.Studentshadtoprepare,runandevaluatearecreationaleventeitheronorofftheUniversitysite.Theeventproposalwassubjecttoapprovalbythemoduleleader.

Part 2 – Group Presentat ions and Event Port fo l io (30% of module mark)Eachgroupwasrequiredtoproduceaportfolioofevidenceabouttheeventandmakethree15minutepresentations.Thepresentationswereprogrammedintotheteachingscheduleandconsistedof;adiscussionofeventpreparationsincludingwhatwaslefttobecompleted;aneventprogressreport(twoweeksbeforetheevent);andaneventevaluationreport.

Part 3 – Individual Report (30% of module mark)Eachgroupmemberwasaskedtoproduceanindividualreportanalysingtheevent(theproduct)andthegroupdynamics(theprocess).

Theassessmentstrategyenabledstudentstosubmitportfolioworkearlyandcollecttimelywrittenfeedbackallowingthemtore-draftwork(oneofthekeyprinciplesofTALI).Presentationsweregivenverbalfeedbackfrombothstaffandstudentsontheprogressionoftheevents.Moreover,theprocesswasfurthersupported,withinboththetaughtprogrammeandassessmentbrief,byclearandconsistenthand-inopportunitiesandfinaldeadlines.

The MarkingDuringtheplanningstagetheassessmentstrategyseemedtocreatemoreworkforthemoduleleader.However,inthelongerterm,studentsbenefitfrommorethoroughfeedbackandamoreevenworkload.Aseriesofguidelinesandinstructionsforstudentswascreated,includingastaff/studentexpectationframework.

Theeventwasassessedbasedonthefollowingcriteria:

1.Attendanceandparticipationatallseminarsandteammeetings.

2.Thequalityandappropriatenessoftheeventportfolio.

3.Accessibilityofcontentanddeliveryforthewholecommunity.

4.Dueregardandawarenessofhealthandsafetyandlegalresponsibilities.

5.Successfulorganisationandrunningoftheevent.

6.Theincorporationoffun,creativityandimaginationintotheevent.

7.Theflexibilityoftheevent.

Theportfoliosandpresentationsweremarkedperiodicallythroughoutthecourseandaseriesofhand-indateswerepublished.Thefinalpartoftheassessmentwastheindividualreport.Thiswassubmittedtowardstheendofthecourseandbasedonthefollowingcriteria:

1.Aneventanalysiswhichincludedareviewoftheevent,anevaluationoftheplanningprocess,recommendationsforfutureimprovementandlessonslearned.

2.Agroupdynamicsanalysistoincludeanidentificationoftheirroleinthegroup,anexplanationofthedecisionmakingprocessanddiscussionofwaystoimprovecommunicationwithinthegroup.

Resul tsStudentattainmentreflects,quantifiably,theprogressthattheunithasmadesinceitbeganin2004/2005.Table1illustratesthatthestudentachievementforthe2004/2005and2005/2006sessionremainedrelatively


Table 1: Average Student Marks


constant.However,theintroductionofthenewassessmentstrategyhasseenamarkedimprovementinaveragestudentscores.

The staf f and student perspect iveAspartoftheUniversity’sQualityManagementandEnhancementagenda,eachprogrammehasanumberofstaff/studentcommitteemeetingsthroughouttheacademicyearandcollectsmoduleevaluationquestionnaires.Thisallowedthecourseteamtoreflectonthemodulebothduringandafterthemodule.Studentsareaskedtodescribetheirpositiveandnegativeexperiencesofallaspectsoflearning,teachingandassessment,andtoconsiderhowtheseexperiencesmightbeenhanced.Inthepast,studentshadmadecommentsabouttheunrealisticnatureoftheassessment.However,oncethecoursefinishedthecourseteamwereabletoreflectpositivelyonthedevelopments.

Overallthenewassessmentstrategywasanunequivocalsuccess.Notonlydidthestudentsachievedbettergrades,theyalsofeltengagedandinvolvedintheprogramme,anddidnotseetheassessmentassomethingextratodo.Theyalsofoundtheassessmentfundamentaltotheirlearningabouttheintricaciesofnotonlypreparingandstaging,butalsoevaluatinganevent.Onestudentsummarisedtheimportantrolethattheinterimpresentationshadondevelopingtheireventplanbysaying:

Ifeltthatthemoduletutorwasreallyengagedwithusonthismoduleaswewerewithher.Threepresentationsseemedlikealottostartwithbuttheamountoffeedbackwassoimportantinhelpingustorunasuccessfulevent

Anothercommentedonhowtheunithashelpeddevelopthemforfuturelife:

Whatagreatunit.Thepressureandexperienceoftacklingarealeventhasreallyopenedmyeyestotheindustry

Althoughstudentswerecentraltothesuccessofthemodule,thestaffexperienceisalsovitalinthewaytheunitworks.Themoduleleaderrespondedinthestaff/studentcommitteebysaying:

Themoduleprovidedstudentswiththeopportunitytogetreallifeworkskills.Theycompletelyboughtintoitandgotreallyinvolved.Onegrouphasevengoneontoset-uptheirowneventmanagementcompanyandarerunningourfirstyearinductionprogramme!

ConclusionsThisdevelopmentprojectprovedtoboththestudents,andthestaffteam,thatassessmentreallycangraspstudents’imaginationsandinvolvethemfullyinalearningprocess.Moreover,thenatureofthenewassessmentmodedemonstrateshowtheemergingsectorofEventManagementcanbeassessedrealisticallyandpreparesitsstudentsforfutureemploymentopportunities.

Itisalsoworthnotingthattheshortesteventranforfourhours(thelongestlasting12!)whichhighlightedthelevelofengagementthestudentsmadewiththemodule,andwentaboveandbeyondtherequirementsoftheassessment.

Innovat ive AssessmentsJulia Tum, UK Centre for Events Management, Leeds Metropolitan University

Thereisnothingquitelikechanginganassessmentmethodtobringoutfear,worryandtrepidationastowhetheritwillwork,befair,consistentanddemonstratedifferencesbetweengoodandpoorstudents.Canitbedoneintime?Doesitclearlyassesswhathasbeentaught?Canitbemarkedinatimelyfashion?Isittoocomplicated?Whyshouldwewanttochangewhathasbeendoneforanumberofyearsandhasbeenprovedtohaveallthenecessaryqualities?Thestudentsalldoreasonablywellandmoduleteamsofstaffarecomfortable.Orarethey?

Ithinktheanswerliesinthefactthatacademicstaffarenotalwayswhollysatisfiedwiththewaytheyassess-theyarelookingfordifferentandmoreingeniouswaystosolveagrowingnumberofissues.Someoftheseissuesaredrivenbyaneedtoassessfairlyandcompetentlytherangeofskillsandlearningoutcomesrequiredbynewandinnovativemodules.Otherissuesaredrivenbythechangingpopulationofstudentswhodemanddifferentapproaches,lessgroupwork,andmoretangibleandmeaningfulteachingandassessment.

Astechnologydevelops,sodothepossibilitiesforustoincorporatedifferentteachingmethods,assignmentsandfeedbackstrategies(forexample,on-line;peerandtutorassessed;selfassessedwork;e-portfolios;videoconferencingandon-linetutorials).Our

studentbaseiswideningandbecomingmorediverse.Itisdrawnfromdifferentculturesandwealsorecognisemoredisabilitiesanddifferentlearningstyles,andaimtoincorporatethesedifferencesintothewayweteach.Wealsoneedtocreateassessmentswhichreducethelikelihoodofencouragingplagiarism.Tightenedbudgetsmeanthatwehavetolookatthewaystaffaredeployedandhowwecan,withinrestraints,becomemoreproductiveanduseourresources(people,timeandspace)moreefficiently.Youmayaddinmanymoredriversofchange,butthecrucialissueisthateducationischangingandthatwe,thetutors,andthestudents,areinthethickofit.Therefore,weneedtofindnewandinnovativewaysofassessingandpilotingnewapproaches.

Staffdevelopmentistakenveryseriouslyandtherearemanyshortcourseswhichengagestaffinsuchquestionsas:




Associat ion for Events Management Educat ion (AE M E)

AEMEwasestablishedinApril2004asthesubjectassociationfortheeventsacademiccommunity.AEMEaimstosupportandraisetheprofileoftheeventsmanagementdisciplinethroughthesharingofeducationandbestpractice.Itisalsothefirstdedicatedinternationalorganisationtodrawtogethereventsmanagementeducatorsandactsasachannelthroughwhichindustry,professionalbodiesandthemediacanliaisewitheventseducationproviders.

• Howfar,andbywhatmeans,canwegenuinelyenthuseandmotivatestudents?

• Howcanwebeencouragedtobepassionate,committedandprofessional?

• Howcanweimproveourmethodsofgivingfeedbacktoencouragefeedforwardstrategiesinourstudents?

AfewyearsagoIwroteanarticleforthispublication(LINK14)aboutPASS-PracticallyAssessedStructuredScenarios.Thisoutlinedamethodofassessmentwhichhadbeenusedformanyyearsinmedicalandveterinaryeducation–ObjectiveStructuredClinicalExaminations(OSCEs).ThisoutlinedhowtheCentrehadusedtheOSCEphilosophywithinaneventsmanagementassessment.Nowin2007,thishasbeenappliedsuccessfullyforthreeyears,andresearchhasshownthatitisofvaluetoand‘enjoyed’bythestudents.Theprocessinvolvescreatingshort(20minute)structuredscenarioswhichcanbesetupinseparaterooms.Inthefirsthalfofthedaythestudentsmovethroughdifferentroomsandcompleteanassessmentineachroom.Todealwiththehighstudentnumbersthereareduplicateroomssothatmultiplestudentscanbeassessedatthesametime.Theprocessisrepeatedintheafternoon.Bytheendoftheexercisewehaveassessed120studentsforthreeseparatemoduleswithin2.5hours;moderatedandrecordedthemarks,andprovidedfeedback,within24hours.Theresultsshowawiderangeofmarkssuggestingthatthestudentsfindtheassessmentachallenge,andyetthetutorsfindthemarkingstraightforwardwhichensuresconsistency.Thestudentsfindtheassessmenttotallyrelevanttotheirfuturecareers,andstressful…whichisveryrealistic!DuringthePASSdayalloftheteachingteamtakeanactiverole.

Examplesofotherinnovativeassessments:

• Thestudentsmanageafictitiouseventforwhichtheyareresponsible,andthenhavetorespondtoascenarioe.g.manymorepeoplearrivingthanpreparedfor,amajoraccidentoranon-desirableoccurrence.Duringthescenario,academicstaffactasreportersfromalocalpaperor

agency,andplythemwithabarrageofquestionstotesttheiractions,reactionsandunderstandingoftheimplications.

• Othermodulesincorporateanewsletterwhichisself-markedandthentutor-markedtowithinaband,andthenitisanonymouslypeer-marked.Thestudentshavetogiveafinalmarkwithinthetutorbandandgiveclearjustificationforthatmark.

• Studentsworkinginsmallteamstocreateaneventconcept;proposeadesign,objectivesandcoststoaclient;plan,executeandevaluateitssuccess.

• Anothermoduleengagesthestudentthroughoutthelectureandtutorialprogrammebytheircontributionsinworkshopactivities…theyapplywhattheyhavelearnteachweekfromthelecturetoaneventandthenbuildupastoryboardoftheapplicationofthetheory.Theirstoryboardisassessedplusface-to-facequestioningontheday.Thisisagroupactivitywiththreestudentspergroup.Thereisthereforepeerpressureforallstudentstoknowthematerialandthishashadtheresultthatstudentsteachtheirpeersinordertogaingoodmarks.Thispeergroupteachinghashadremarkableimpactsontheirresultsandunderstandingandappreciationofthematerial.

• Manyoftheeventsstaffbecomeinvolvedwiththeposterpresentationsforresearchmethodologymodulewhichisdeliveredinlevel2.Herethestudentspresent,usinggraphicandverbalmedia,theirproposalforaresearchproject.Thestudentsagreethattheassessmentisdemandingastheyclaimitismuchmorechallengingtopresentandbeassessedface-to-facewiththetutor,ifonlyforfiveminutes,thanbya4000wordessay.

ThesearejustafewoftheinnovativeandnewerideasofassessmentadoptedbytheUKCentreforEventsManagement,occasionedbythedriversofchangeandsupportedbyaveryflexiblegroupofstaff.Itwouldseemthatnewideasbegetnewideasandthatthewholeethosofouruniversitygivesusfreedom,encouragementandadviceonhowbesttomakethesechanges.

Wehavebeenworkinghardsince2004toincreaserecognitionofeventsasasubjectandhavemadesignificantprogressincluding:

• AEMEnowhas38members,includingmanyoftheestablishedeventsmanagementeducationprovidersintheUKandIreland,togetherwithmembersinGermany,Australia,USAandtheNetherlands.Ourmembersaredrawnfromfurtherandhighereducation,trainingprovidersandindustry.



• AEMEorganisesanannualEventsManagementEducatorsForumwhichenablesnetworkinganddiscussionofkeyissuesofinteresttothesubjectcommunity

• AEME’smailinglistenablesquickdisseminationofkeyresearch,eventsandindustryissuestomembers

Thesearejustsomeofthehighlights.ClearlyeventsmanagementisdevelopingatarapidpaceandduringthecomingyearthelaunchofthenewQAAsubjectbenchmark,significanteventsindustrydevelopments,andpreparationsforLondon2012Olympics,allprovideanexcellentplatformforeventseducation,andAEME,tomoveforward.

Forfurtherinformation,pleasevisit:www.aeme.org

• AEMEworkedwiththeQualityAssuranceAgency,andtheothersubjectassociations,togeteventsincludedintherevisedQAAbenchmarkwithhospitality,leisure,sportandtourism

• AEMEjoinedtheBusinessTourismPartnershiptoensurethateventseducationisengagingeffectivelywithindustryandindustryissues

• AEMEworkedwiththeHLSTNetworktoensuretheinterestsoftheeventssubjectwasrepresentedintheirprovisionandthatthesubjectdevelopslearning,teachingandassessmentinlinewithothersubjects

• AEMEworkedwithPeople1sttoensurethattheeventsindustry,andeventseducation,isrepresentedintheirprovisionandresearch

Developing Opportuni t ies for Exper ient ia l Learning in Events Management Degrees

BackgroundTheUniversityofHuddersfieldoffersafouryearBA(Hons)degreeinEventsManagement.Indesigningtheprogramme,akeyfeatureofthecoursewastoincludeopportunitiesforexperientiallearning.Whileexperientiallearningisnotanewconcept,andhasbeenpractisedwithinhospitalityandothertypesofdegreesformanyyears,theapproachtakeninthiscoursehasbeentouseexperientiallearningtolinkdirectlytostudentemployability.Thisapproachisdesignedtoaddressthefrequentlymentionedgapwhichispurportedtoexistbetweenindustryandeducationinrelationtoproducinggraduateswithappropriateskillsandcompetencies.Tothisend,employershavebeeninvolvedinthedesignofthecurriculumandthestaffhaveworkedcloselywithemployersinundertakingandparticipatinginliveevents.Theresearchundertakenpriortocurriculumdesignconfirmedtheneedforasyllabuswhichaffordsexperientiallearningopportunitiestostudents.Designinganeventsdegreewiththesefeatureshasbeenanimportantfactorinattractingapplicantstothecourse.

Exper ient ia l Learning and Curr iculum DesignExperientiallearningisakeyfeatureoftheEventsManagementdegreeatHuddersfieldandincorporatedintothedesignareopportunitiesforexperientiallearningineveryyearofthecourse.Experientiallearningisconsequentlyembeddedintotheteachingandlearningstrategiesemployedatallstages.In

Angela Anthoniszand Rita Carmouche,UniversityofHuddersfield

ordertoreinforcetheimportanceofexperientiallearning,theseelementsofthecourseformpartoftheassessment.Experientiallearningissupportedbyanacademicunderpinningwhichincludesstudentsengagingwithkeytheoriesandconceptsrelevanttothestudyoftheeventsindustryanditsmanagement.

Thediversityofstudentintakeoftenmeansthatstudentshaveawiderangeofcapabilitiesandhavehaddifferentamountsofeventsrelatedexperience.Therefore,thechallengeistodevelopacurriculumthatcatersforthisdiversity,allowingexperiencedstudentstoprogresswhilstprovidingatypeofexperientiallearningthatallowslessexperiencedstudentstocopewiththedemandsofthecourse.

Exper ient ia l Learning with in the Curr iculumThecurriculumisdesignedtoaffordstudentsaseriesofprogressivelearningopportunitiesfromyearonetoyearfour.Examplesaregivenbelow.

Year 1Learningbyobservationandparticipationisakeyfeatureofyearone.Studentsarerequiredtoactaseventsassistantsfortheliveeventsinyearstwoandfour.Yearoneissupportedbyafieldtripwhichallowsstudentstoobservealiveeventatclosehand.Forexample,in2006,studentsattendedtheInternationalHorseShowatthePalexpo,Geneva,andwere


briefedontheeventbykeystaffandorganiserspriortoaperiodofobservation.Studentsthenproducedgrouppresentationsandreportswhichwereassessed.

Experientiallearninginyearoneissupportedbyarangeofmodulessuchasfinance,marketing,planningandeventsoperations,whichprovidetheacademicunderpinningforthestudyofeventsmanagement.Theuniversityalsoprovidesspecialisedfacilitiestoallowstudentstotrialsmallscaleevents.

Giventhediversityoftheeventsindustryandtherangeofexpertiseneededtocoverallaspectsofeventsmanagement,thecourseincludesvisitsfromindustrialexpertswhoteachtheirspecialistsubjectareatostudents.

Year 2Thecoreoftheexperientiallearningisencompassedwithintheteamliveevent.Studentsworkinteamstodevelop,planandrunaliveeventforanexternalclient.Thisinvolvesrespondingtoagivenclientbrief,budgeting,marketing,healthandsafety,riskassessmentandsponsorship.Theliveeventisassessedbyacademicstaffandtheclient.Studentsaregivenexperienceofarealworldeventandworkwithinbothtimeandbudgetconstraintstomeetclientdemand.BarnardosandRace for Lifearetwooftheemployersthathavebeeninvolvedinsettingthebrief.

AgaintheacademicunderpinningfortheliveeventincludesmodulesinprojectmanagementandIT,mediarelations,consumerbehaviourandtheeventexperienceandeventsdesign,advertisingandmarketingcommunications.

Year 3Thisisacompulsoryplacementof48weeksintheeventsindustrywhichmustbeapprovedbyacademicstaff.PlacementsaregainedintheStadiumandArenaSector,theFestivalsSector,withEventsManagementCompaniesandwithintheCharitiessector.Studentsareexpectedtobuildonexistingskillsdevelopedinpreviousyearsandgaintheadditionalcompetenciesrequiredtosupporttheexperientiallearninginthefinalyearofthedegree.Allstudentsarevisitedbyanacademicmemberofstafftoensurethattheyaregainingtheappropriateskillsandcompetencies.Academiclearningandexperientiallearningareintegratedthroughoutandstudentassessmenttakestheformofanacademicreviewoftheirexperienceandacriticalevaluationoftheirrolewithinthecompany.Thisinvolvesaposterpresentationandaformalreportincludinganemployerassessment.

Year 4 Theculminationofboththeacademicandtheexperientiallearningelementsofthecurriculumisstudentengagementinanindividuallyorganisedliveeventforaclient.Thisoccursintwoparts.Inthefirst,studentsundertakearesearchproject/proposalfortheirintendedeventwhichinvolvesahighlevelofcontactwiththeclientandincludesprimarydataandconsumerresearch.Inthesecond,thestudentsseekapprovalfortheirproposalfromstaffandindustrialistspriortotheliveeventbeingundertakeninthesecondhalfoftheyear.Theliveeventisassessedbystaffandindustrialistsandthiscoversthestudents’competenciesincarryingouttheroleofaneventsmanager.Thisissupplementedbyaportfoliowhichincludesclientandaudiencefeedback,financialanalysisandevaluation,andcriticalreflection.Theunderpinningmodulestosupporttheliveeventinclude,researchmethods,strategicmarketing,creativityandinnovation,andpolicyandplanning.

Exper ient ia l Learning & Employabi l i tyThiscourseaimstoprovideaneducationalexperienceappropriatetohonoursdegreelevelwhich,throughexperientiallearning,developsarangeoftransferableskillsandcompetenciesappropriateforfutureemployment.Studentsarethereforepreparedtotakeupemploymentwiththeacademicknowledgeneededtocriticallyevaluatefuturedevelopmentsintheeventssectors.Atthesametimetheyhavegainedtheskills,knowledgeandcompetenciesnecessarytocarryoutarangeofroleswithintheeventsindustry.Studentfeedbackindicateshighlevelsofsatisfactionwiththecoherencebetweentheacademicandexperientiallearning.Furthermore,thisattentiontocurriculumdesign,andtheintegrationofacademicandexperientiallearning,mayhelptoreducethepurportedgapwhichservedastheimpetusforincludingexperientiallearninginthefirstplace.



Events Educat ion: The Value of ‘Real World’ Learning

Phil Crowther and Colin Beard, SheffieldHallamUniversity

Atatimewhenthereisagrowingdemandforprofessionaleventmanagementintheprivate,publicandnotforprofitsectors,itisnocoincidencethateventsmanagementeducationisaburgeoningareainHigherEducation(HE)institutions.SheffieldHallamUniversity(SHU),likeagrowingnumberofinstitutions,isservicingthisdemandbydevelopingprogrammestosupplygraduateswithskillsandbehaviourstoenhancetheprofessionalismofwhathashistoricallybeenconsidereda‘fragmented’industry.

Asthedemandforeventeducationintensifies,manypractitionersaremovingintoeventeducationandforgingapartnershipwithacademicstofurtherdevelopthisfieldofstudy.TheteamatSheffieldHallamisanotableexampleofthistrend,providinganewfusionoftheorising(typicallydrawnfromarangeoffieldsofstudy)andrealworldexperiencesinanattempttoprovideapositiveinfluenceonthestructureandcontentofevolvingeventeducation.Overwhelmingly,theconvictionisthatafavourablerecipeforsuccessistodeliberatelyblendmoretraditionalteachingandlearningtechniqueswitharangeofopportunitiesthatcanemergefrom‘realworld’experiencesintheeventsindustry.

What is Real World Learning?Indebatingthebalancebetweentraditionaltechniquesandreal world learning,itisusefultolookathistory.TherootsliewithintheConfuciansaying:“IhearIforget,IseeIremember,IdoIunderstand.”

ThesubsequentWesterninterpretationsofthishaveledtothenotionthatdoingthe‘real’thingisthemostproductivewaytolearn;acentraltenetofexperientiallearning.Businessleadersoftentalkofthe real world out thereandsomehowthisnotionhasavoidedamoredetailedinterrogation.

Fewpeoplebelievethebestwaytolearntoflyaplaneisbyflyingtherealthingfirst,andsosimulatorsareused.Thecontrolpanelmightbereal,thereactiontotraineepilotactionsmightberealintermsofmovementofthecockpit,theco-pilotmightbereal,buttherearenopassengersandnoplane.Thusrealcanbebrokendownintoelementsorsubsets.Itcanbeseenthatthisnotionissimilarlyrelevantinthecaseofeventmanagementeducation.Thustheideaofsteppedintroductionstorealitymightbeappropriateinsomeinstancesofstudentlearning.

Real World Learning for Event StudentsTheEventsManagementTeam(EMT)atSHUdesignsprogrammes,modules,andlearningopportunitieswherebystudentsareexposed,invaryingdegrees,tothe‘reality’ofpreparingforanddeliveringevents.Therearefiveelementstotheapproach.

1.Workexperienceisembeddedinalldegreeprogrammes;studentschoosebetween180hoursworkbasedlearningorayearinindustry.

2.Teachingisoftenledbycontributorsfromtheeventsindustrybasedaroundrealworldprojects.Thisisembeddedintheteachingofvariousmodules.

3.Studentsworkingintheirsparetimeonarangeofeventsacrosstheregion.Thisisfacilitatedthroughanetworkofkeycontactswithlocalorganisations,suchasSheffieldCityCouncilandSheffieldInternationalVenues.

4.EventManagementtutors(andstudents)deliverrelatedprojectstoclientsoftheuniversity.

5.Reflectioniscarefullyintegratedthroughoutthedegree,orHND,programmetoensurethatthereisopportunityfordeeplearning.

Thisarticledescribesarecentexampleofpoint4,whichhasprovenverybeneficialtoeventeducationatSHU.

Event Educators Del iver ing Real World ProjectsSHU,likeotherinstitutions,arepositioningthemselvestoprovidearangeofservicestobusinesses.Onesuchstrandistoofferprofessionalconsultancytosupportbusinesseswithspecificproblemsorprojects.TheEMTworkproactivelywithcolleaguesinResearchandBusinessDevelopment.Thisrelationshipinvolvescollaborationinthesalesprocess;biddingtoclientsthroughtodeliveryandevaluation.IndeedakeyroleintheEMTisthatofresearchandbusinessdevelopmentco-ordinator.

InMarch2007,anopportunitywasidentifiedtoworkwithYorkshireSouthTourism(YST).TheyhadfundstosupportaninitiativetooptimisetheopportunitypresentedbytheIndianInternationalFilm(IIFA)WeekendandAwardsinYorkshire,7thto9thJune2007.ThisisaprestigiouseventforYorkshire,whichoverrecentyearshasbeenhostedinmanydestinationsacrosstheglobeincludingAmsterdam,Dubai,Singapore,andSouthAfrica.Theweekendtypicallycomprisedpressconferences,parties,filmpremieres,filmfestivals,businessforums,celebrityspecialeventsandanextravagantIIFAAwardsCeremony.The2007awardswereheldattheHallamFMArenabringinganinfluxofvisitorstoSouthYorkshire.



TheIIFAeventwasanticipatedtoachievevisitornumbersinexcessof28,000withaworldwideaudienceof500million(www.yorkshire-forward.com).Theeconomicopportunityrelatedtotourismandalsobusinessinvestmentwasmanifest.YSTwerekeentoidentifythemosteffectivestrategytoengageandeducatehospitalityandfrontlineservicebusinessesinordertodeliverthebestpossiblevisitorexperience.UnderpinningthiswasarealisationthatthetargetmarketwasatypicaltoSouthYorkshireandifthesupportingserviceinfrastructurearoundtheeventvenuewasnotpositivelyengagedthiscouldnegativelyimpactthevisitorexperience.

The I I FA ProjectTheEMTworkedwiththeclientinlateMarch2007todeviseaseriesofeventstoachievemaximumimpactintheavailabletime.Theprojectincorporatedplanninganddelivery,throughtoevaluationwhichwascompletedinmidJune2007.TheEMTassumedresponsibilityforallelementsoftheproject.

Thetargetmarketswerespecificallyidentifiedashoteliers,retailers,restaurateurs,transport,councillorsandpolice.Theobjectiveswereto:

1.Createawarenessandenthusiasmamongalltargetgroups,relatingtotheIIFAevent.

2.IncreaseawarenessandunderstandingofIndiancultureamongtargetgroups.

3.Maximisemediacoverage.

Toachievethese,seveneventswereplanned.Thefirstwasamajoreventaimedatseniorexecutivesacrossalltheabovemarketsandmedia.Theothersixeventswereaimedspecificallyatthemanagersandteammembersineachofthetargetmarkets.

Posi t ive Impact on Event Educat ionAsmutedintheintroduction,itishighlybeneficialtointegratepartial,steppedorwholly‘real’worldlearningopportunitiesintostudentlearningineventeducation.Consultancyactivityisagoodexampleofhowoneactivity,deliveredprimarilyforfinancialreturn,canpositivelyimpacteventeducationonanumberofdifferentlevels.Practiceandtheoryinevitablybecomeintertwined.ThewaysinwhichthisprojecthasmadeapositivecontributiontoeventseducationatSHUarenowsummarised.

Work Experience

TwoundergraduateeventstudentsandaMastersstudentwereheavilyinvolvedinthedeliveryoftheproject.Theundergraduatestudentsworkedfulltimeforsixweeks,andweregivenclearobjectiveswithweeklyco-ordinationmeetings.Theyundertookvariousroles,fromtherealmanagementof

eachofthesevenevents,tomanagingthepromotionoftheeventstothevarioustargetmarkets.Thiswasachievedthroughrealpublic relations,mailings,personal selling andtelephone-based activity.TheMScstudent,whowasfromBangaloreinIndia,deliveredtheculturalawarenesselementsoftheevents.

Timeforreflection,bothduringandattheendoftheprocess,wasbuiltintotheprogramme.TheUGstudentsusedtheprojectfortheirwork-basedlearningmodule,whichrequiredareportontheactivityundertakenandapieceofreflectionontheexperience.Noticeablybothstudentsachievedmarkshigherthantheirpreviousaverage.Theyalsoreflectedverypositivelyupontheexperience.

Case StudyTheIIFAweekendandawardswouldcertainlyfitwithpopulardefinitionsofamajorevent,particularlyintermsofvisitornumbersandmediacoverage.Thegrowthofeventsinrecentyearsisepitomisedbytheincreasedglobalcompetitiontohostmajorevents,particularlylinkedtoinwardinvestment,tourismandregeneration.MajoreventsarethereforeakeenfocusofeventeducationandtheopportunityfortheEMTtobeinvolvedinthedeliveryofakeyprojectlinkedtotheeventprovedagreatopportunitytoproduceaseriesofcasestudies.Thecasestudieswerecarefullytargetedatdifferentlevelsandalsodifferentdomainsofeventmanagement;suchasdesign,marketing,operations.

Astheprojectprogressed,clearrecordswerekeptofeventsplansandtheirdevelopment.Allresourceswerecollated,includingmarketingmaterialsandvideofootageofallevents.Thisensuredthatfutureteachingcouldbesupportedbyrealworldmaterialsandexamples.ThiswasfurtherenhancedbytheinvolvementofthetwoundergraduatestudentsandtheMScstudentinthefacilitationofthesecasestudies.

Ident i fy New Opportuni t iesTheprojectbroughttheEMTintocontactwithawholerangeofrealcompanies,agencies,departmentsandindividualsacrosstheregionwherelinkspreviouslydidnotexist.TheprojectalsobroughttheEMTintocontactwithdifferentdepartmentsandindividualswithintheuniversitywhohavenowstartedtocommunicatewiththeteamaboutstudentinvolvementinotherprojects.Byundertakingthis‘realworld’project,theEMTisbetterpositionedtosecurefurther‘realworld’learningopportunitiesthatwillnotonlysatisfyimportantfinancialobjectives,butalsofeedverypositivelyintocurrentandfutureeventeducationatSHU.

Concluding Remarks‘Realworld’learningundoubtedlyhasaroletoplayinEventEducationinHEInstitutions.Thesteppedapproachisausefulconceptualtoolthroughwhichtoconsiderandmakedecisionsrelatedtothisarea.Intheprojectoutlinedabove,the



students’reflectionswereconsistentwiththenotionof‘I do - I understand’.Capturingtheprojectinaseriesofcasestudieshasallowedamuchlargernumberofstudentstosimulatetheexperience,andbenefitfrom,albeittoalesssignificantdegree,‘realworld’learning.Furthermorethiskindofactivityallowslearningonthepartofbothteacherandlearner(tousedualisticlanguagethatunnecessarilyslitsthetwo),asnewtheorisingbeginstobeforgedfromcontemporarypractice.

Theopportunityclearlyexiststointensifytherealworldlearningopportunitiesasastudent’seventeducationprogresses.Theframeworkoutlinedinthisarticlepresentsausefulstructurewithinwhichtoblendrealworldlearningintoeventeducation.

Formoreinformationcontact:[email protected]@shu.ac.uk

Jackie Mulligan,UKCentreforEventsManagement,LeedsMetropolitanUniversity

Why ‘Events Strategy’ may not a lways mean ‘Event Business’

TheUKCentreforEventsManagementispioneeringaprojecttoenhancetheinfrastructureofYorkshiretohost,stageandbenefitfromeventsandfestivals.Theproject,fundedbytheEuropeanRegionalDevelopmentFundandHigherEducationInnovationFund,isborneoutofregionaleconomicstrategiesaimedatusingeventstobringregenerationbenefitstotheregion.TheEvent Market Development projectseekstouseresearchonevents,supplychainsandeventSMEstoassisttheregionaleventstrategiestoaddressskillsgapsandbringtangiblecommercialbenefitstoeventbusiness.

Initsinitialphase,ateamofspecialisteventacademicshavebeenworkingwitheventSMEstoidentifymechanismstoimprovetheirbusinesses.Theapproachbuildsontheresearchfindingsfromakeynationalstudy(Woodet al.,2003)of600smalleventorganisationsconductedbytheUKCentreforEventsManagementin2003.Thisrevealedthattherearerecruitmentdifficultiesinthesectorduetoskillsshortages;only21%haveformalsystemsofqualitymanagement;thereislimiteduseofoutsourcing;andpricingmethodsfocusoninternalcoststructuresandprofitobjectivesratherthanexternalmarketfactors.Furthermore,eventSMEstendtouseinformalandad-hocmarketingplanningwithverylimitedcompetitorresearch.

Astheprojectevolves,theteamarediscoveringthatwhilstthesameobstaclesexistforSMEs,itisinteractionwiththepolicyandstrategicagencieschargedwithsupportingthesectorthatcanpresentboththemostchallengesandthemostpotentialforgrowth.Theexperiencethusfarsupportsthefindingsfromastudyentitled‘Events based tourism: a survey of local authority strategies in the UK’(ThomasandWood,2003),whereitwashighlightedthatwhilstmanyeconomicdevelopmentagenciesuseeventstoboostvisitorvolumeandspend,fewcreatemeasurestoexplicitlyhelplocalbusinessesexploitthepotentialbenefitsarisingfromsuchactivities.

Furthermore,whilstthenatureofeventsandtheirabilitytoengagebusinessesacrosssectorsmakesastrongcaseforsupportatsenioreconomicandpoliticallevels,itappearsthattheverycross-sectoralnatureofeventscompaniesplacestheminavulnerablepositionbetweencoresectorsandoutsideacceptedbusinesssupportclusters.Theprojectteamhavebeenworkingalongsidefestivalandeventbusinessesthatrangefromfestivalorganisationstoconferencecoordinators,fromeventcatererstofashionshowpromoters,tohelpthemaddresstheirparticularchallengesinsustainingbusinessactivity,networkingandbuildinglongtermmarketingplansinthisdynamicsector.However,astheprojectdevelops,theteamisnowfocusedonbringingtheSMEstogetherwiththepublicsectoragenciessothatallcanbenefitfromthelearningandresearchineventsandeventsmanagement.

Whilstpolicymakerswouldnotadvocateplacingeventsstrategiesinisolation,thissoeasilyoccurswhenthedeliveryorganisations,or‘thefrontline’,arenotincludedintheformulationandimplementationofeventstrategies.Theregion’sowncommissionedresearchhashighlightedweaknessesincoordination,effectivemeasurementtoolsandcollaboration.Asinotherregions,andindeedcountries,thisresultsinnumerousagenciesbeinginvolvedinevents,fromdestinationmarketingagenciestoconferencebureaux,localgovernmenteventdivisionstoregionalculturalconsortia.Thisdesireto‘coordinateandsupport’andtosomedegree‘control’eventactivitiescanresultinalabyrinthofsecondandthirdtieragenciesthatcanmystify,andasaresultfrustrateattemptsbyeventSMEstointegrateandsupportregionaleventpoliciesandstrategies.

In2006,theYorkshireTouristBoard(YTB)launchedanewconferenceguidetoencouragecompaniestohostmeetingsandconferencesintheregion.Thisinitiativewasdeemedtohaveapotentialofgeneratinginexcessof£1.5millionindelegateexpenditurethroughnewconferences,exhibitionsandmeetings.However,withoutintegrationwiththeSMEs,whowilldirectlydeliverandsupportthoseevents?Theguidedoesnotmaximiseeconomicbenefittotheregion,orminimiseenvironmentalimpactbypromotinguseoflocalsuppliers.



TheYTBandtheregion’sculturalandinvestmentagencieshaveidentified’eventsandfestivals’asakeymethodtoraiserevenueandprovidesocialandeconomicregeneration.AccordingtotheirresearchinNorthYorkshirealone,festivalshavegeneratedsignificantimpactinurbanlocalitieslikeYork,wherethreefestivalsarecitedascreatinganeconomicbenefitof£50m,andinruralareassuchasBedaleandIngleton,wherefestivalshave,”adisproportionatelyhighimpact”giventhesizeoftheresidentpopulations(Shaw,2003).

AregionalfocusoneventsrecognisesthatalmostathirdofthebusinessbaseinWestYorkshireisinretail,hotelsanddistribution.Whilsteventsprovideopportunitiesforgrowthacrossthosesectors,thehostingofeventsandconferencesalso

increasesthepotentialforinvestmentinotherareasofresearchinnovationstrengthincludingcreative,digital,bioscienceandhealthcaretechnologies.

TheUKCentreforEventsManagementwillbeusingthelessonslearntfromtheEventMarketDevelopmentProjectinformresearchandbuildonthenationalsurveyofeventSMEs.Theteamhopethattheworkwilldevelopacrosstheregion,andotherregions,resultingincasestudiesforuseintheclassroomandbeyond.ThesecouldhighlightnotonlytheexperiencesofeventSMEs,butalsothecomplexpathwaysthatbusinessesmayneedtonegotiateinordertoplaytheirpartbothinsupportingandbenefitingfromregionaleventstrategies.

TheEventsManagementSeriessuccessfullylaunchedin2005.UndertheeditorshipofGlennBowdin(LeedsMetropolitanUniversity,UK),ProfessorDonGetz(UniversityofCalgary,Canada)andProfessorConradLashleyNottinghamTrentUniversity,UK),theseriesaimstoprovideaportfoliooftitlesthatmatchmanagementdevelopmentandstudentneedsthroughvariousstages.Thesestagesbroadlyequateto:

• LevelOne–Operations

• LevelTwo–Management

• LevelThree/Postgraduate–StrategicManagement

Theseriescurrentlyhassevenbooksavailable:

• Berridge,G.(2007)Events design and experience.Oxford,Butterworth-Heinemann,Elsevier.

• Bowdin,G.A.J.,Allen,J.,O'Toole,W.,Harris,R.andMcDonnell,I.(2006)Events management,2ndedition.Oxford,Butterworth-Heinemann,Elsevier.

• Davidson,R.andRogers,T.(2006)Marketing destinations and venues for conferences, exhibitions and business events.Oxford,Butterworth-Heinemann,Elsevier.

• Getz,D.(2007)Event studies.Oxford,Butterworth-Heinemann,Elsevier.


• Masterman,G.andWood,E.H.(2006)Innovative marketing communications: strategies for the events industry.Oxford,Butterworth-Heinemann,Elsevier.

• Tum,J.,Norton,P.andWright,J.N.(2006)Management of event operations.Oxford,Butterworth-Heinemann,Elsevier.

• VanderWagen,L.(2006)Human resource management for events: managing the event workforce.Oxford,Butterworth-Heinemann,Elsevier.

Ifyouwishtocontributetothisseries,pleasecontacttheeditors(foracopyoftheseriesoverviewandproposalformcontactGlennBowdin):

GlennAJBowdin–[email protected]

ProfessorDonGetz–[email protected]

ProfessorConradLashley–[email protected]

Furtherinformationabouttheseries,booktitles,theserieseditors,theauthorsandregistrationdetailsfore-newsandinspectioncopiescanbefoundat:http://books.elsevier.com/emseries.

Elsevier Butterworth-Heinemann Events Management Ser ies


“I hear , I forget . I see, I remember. I do, I understand”: Exper ient ia l learning and student-organised events .

studies.Practicalactivities,ifproperlymanaged,provideanexcellentopportunityforstudentstoshowwhattheyarecapableofanddeveloptheirinterpersonalandteamworkskillsfurther.

Notonlyaretransferableskillsindicatorsastowhichareasstudentsmustdevelopinordertobecomeeffectiveteamworkers;theyalsohighlighttheneedforfirmlyembeddingthemintoassessmentsofthisnature.Suchprojectsprovideawealthofevidenceforstudentstousewhentheyultimatelyapplytopotentialemployers.

Organisat ion considerat ionsThestudentsworkinteamsoffiveinordertosuccessfullyplan,manage,executeandevaluatetheirownevent.Staffareallocatedoneortwoteamstomentor,provideadviceonissuessuchasinsuranceorlegalaspects,andensurethatanyinitialproposalsarepracticableandofsufficientdifficultyforleveltwostudents.Theemphasisatthis‘mentoring’stageisongivingguidanceratherthandirection,andencouragingadegreeofcreativityandempowermentinordertoensurethesuccessoftheevent(byattractingsufficientnumbersofparticipants/spectators).

Ourexternalexaminersmay(perhaps)questiontheacademicrigourofstudentsorganisinganeggandspoonraceinthehallsofresidence,butafashionshowfeaturingdesignsfromalocalcollegewithdrinksandcanapés,perhapshostedbyalocalcelebrity,shoulddemonstratesufficientcomplexityandadvancedlevelsofplanningandorganisationtosatisfythem.Weexpectstudentsattheendoftheircoursetoleavewithaprofessional‘cando’attitudeaswellasaworthydegreeclassification.

Assessment methodThethreestagesofassessmentarepre-event,duringandpost-event.Priortotheevent,studentscompletemanyofthetasksrequiredoforganisers.Forexample,venuesmustbefound,contractsdrawnup,ideasfinalised,andmarketingandfinancialissuesagreed.

Thementorattendstheeventandmonitorsareassuchasorganisationandcustomerinterface,takingintoaccounttheoverallsuccessandindividualstudents’rolesduringtheevent.Afantasticallyorganisedandcomplicatedevent,butwherethemanagingteamhadfaceslikeMunch’s‘Scream’formostofthenight,wouldbescoredaccordingly.

Introduct ionEventsmanagementisasubjectareathatnaturallylendsitselftostudentsplanning,organisingandexecutingtheirownliveeventaspartoftheirprogrammeofstudy.BeforesomeofustakeasharpintakeofbreathandvisualisestudentsarrangingnakedrunsaroundthecampuswithinviewoftheVC’soffice,oralcohol-inducedfancydresspartiesinthestudentunionbar,letmesharewithyouourapproachtoteachingandlearninginthisarea.

The module The‘liveevent’hasbeenincorporatedasanassessmentonourleveltwoEventsOperationsmoduleforthelastfewyearsandhasprovedverysuccessfulintermsofachievingthemoduleaimandlearningoutcomes.Itconsolidateswhatstudentshavelearntintheirfirstyearandencouragestheapplicationofsubjectstheyarecurrentlystudying.

Moreover,asaresultoftheseevents,asignificantamountofmoneyhasbeenraisedforCancerResearch,thecharitytowhichallproceedsweredonated.Oh,didImentionitisahitwiththestudentstoo?Hardlysurprisingthoughwhenyouconsiderhowmanyofusseestudentswhoenjoylearningby‘doing’,ratherthanbysittinginalecturetheatre,butthat’sanotherdiscussion.

Linkage to transferable ski l lsWeareallawareofthebenefitsofapplyingtheorytopracticeandhowsuchteam-activitiesmightaddressmany,ifnotall,thetransferableskillsindicators:

• Communication

• Applicationofnumber

• Informationtechnology

• Workingwithothers

• Improvingownlearningandperformance

• Problemsolving

Recentresearch(Burkeet al.,2005)foundthatstudentshadacquiredavarietyoftransferableskillsasaresultoftheir

Julian Robinson,BirminghamCollegeofFood,TourismandCreativeStudies




Using Emot ional Inte l l igence to Inspire Learners: a Case Study Using the Exper iences of the 2005 Tour De FranceGraham Berridge,ThamesValleyUniversity

Teachingevents managementpresentsseveralchallenges,likemanyvocationalprogrammes,asthereisalwaysbalancetobehadbetweenintegratingpracticeandtheory.

Thisisespeciallysoineventssincetheindustryhashadlimiteddirectgraduaterecruitment,andsoisarguablyunaccustomedtodealingwithacademictheoryandreflectioninawaythatundergraduateprogrammesdemand.Asanewacademicsubject,thereisalsoarelativelylimitedrangeoftextsspecifictoevents.

Thisisnottosaythattherearenotacademicapproachestoevents,forclearlythereare,especiallyinrelationtotourism,sportandleisure.Muchoftheworkundertakenaroundanalysisofeventstendstotakeanon-narrativeform(economicimpact,ROIetc)andthiscanmakeitachallengetodevelopinsightfulanalysis.Indeed,withinboththeindustryandacademia,thereisstillapreferenceto‘bottleup’theexperienceintermsofthe‘wow’factorthatisoftenviewedasanintangibleandalmostetherealelementthatcannotbeseriouslyanalysedordeconstructed.

Henceoneoftheforemostdifficultiesinteachingeventstostudentsisfindingamechanismtoenablethemtomeaningfullyinterpretandreflectuponeventsasanexperience.Thefactthataneventistransientdoesnothelp,occupyingasitdoesaparticularmomentintimethatisnotnecessarilyrepeatable.Althoughtheremightbeseveraliterationsofthesameeventtype,theexperienceitselfisneverthesametwice.Thismeansthatpresentingexperiencesinteachingsessionsisavicariousactivity(inevitably)forthestudents,whichoftenlimitstheirabilitytoanalysewhattakesplace.Oftenresponsestosharingeventexperiencesareshallowasaresult,laced

withlimitedevaluativeandanalyticalterminology.Henceaneventisseenasgood,bad,enjoyable,ok,andsoon.Howevertheemergingacademicinterestintheconceptof‘experiences’lendsitselfideallytothistask.ThusinanattempttotryanddrawdeeperformsofinterpretationandanalysisfromstudentsIhavebeguntodeliveraseriesofteachingandlearningsessionsbasedonthestudyofexperience.Thesessionsareinitiallydevelopedutilisingideasofemotionalintelligenceandthelearningenvironment.Thefollowingsetsoutbrieflyhowonesuchsessionisdelivered.

Theaimofthesessionis:To encourage an emotional state in my learners that is conducive to learning. Howisthisachieved?Thecontextisafinalyeareventmanagementmodule,Event Culture.Themainobjectiveistounderstandandanalysethedesignandexperienceofevents.Partofthemodulecontentexploresthe‘experienceeconomy’andexamineshowexperiencesarecreatedanddelivered.Oneofthelearningoutcomesisto‘encourageandinvolvelearnerstocharacterisetheirownexperiencesofattendingevents’.Inthepast,studentresponsestosuchanoutcomehavebeenmixedwithmanyproviding,atbest,shallowdescriptions,whilstsome

Thepost-eventassessmentrequirestheteamstoreflectontheexperiencetoidentifyaspectsthatwenttoplan,andhighlightareasthatdidnotgososmoothly.Themeritsofsuchareflectiveprocessarewelldocumented.

Examplesofstudentorganisedeventstodateincludea5-a-sidefootballtournament(17teamswithfourgamesbeingplayedsimultaneously),acharityauctioneveningheldinalocalrestaurant,astudentsporttournament(5differentsportswithnumerousteamsparticipating),andan‘unsignedbands’eveningheldinalocalbar.

Otherinstitutionsrunsimilarprojects.InLink19,welearnthowstudentsattheUniversityofGloucestershiresuccessfullyincorporatedtheideaofsustainabilityintoeventstheymanaged.Thisbringsacontemporaryandfreshdimensiontosuchactivities.

ConclusionManyofusareeffectiveandcreativeinthewayswecanenhancetheteachingandlearningexperienceofstudentsand:

“As efforts to improve higher education continue and evidence of experiential learning’s effectiveness increases, so does the need for innovative ways to incorporate an experiential approach into management courses.”Boggset al.(2007:2)

Asmentionedintheopeningparagraph,thesubjectareaishighlysuitedtosuchpracticalactivities.Thechallengeistocontinuethinkingofnewandinnovativewaystodeliverthiselementthatmoreeffectivelypreparesstudentsforwhentheystart(orreturnto)theircareersin,whatisformany,thisexcitingindustry.


couldbarelyexpresswhytheyattended,ortheexperiencetheyencountered.Veryfewcouldprovideemotionalconnectionstotheeventexperience.

Alearningsessionwascreatedtoframetheeventexperiencevia‘EmotionalExposure’.Thissimplymeantthat,forexample,Iwaspreparedtolaybaremyownfeelingsandinterpretationsonattendingaspecificeventbytellinganexperientialstoryandidentifyingexperientialmomentswithinthatstory.Thesessionusesideasfromseveralsourcestohelpdefineandexplaintheexperience,drawingupontheoriesofsportstourism,theexperiencerealm,theexperiencematrixandsemiotics.

The learning environmentThevehiclewasavisittothe2005TourDeFrance(TDF)andspecificallykeystagesoftheTDFthattookplaceintheAlps.Isoughttocharacterisemyexperiencestoencourageotherstoexposetheirown(viatheuseofvideofootage,photographs,artefacts,andthenatureofpilgrimage)Iusedaseriesofsimpledevicestohelpcharacterisetheeventandwhatitmeanttome.

Myreasonsforgoingincluded:

• greatestcycleraceintheworld

• LanceArmstrong

• thepeloton

• thesponsors‘caravan’

• precedingandfollowinginthefootsteps(wheels)ofGiants

• mythicalchallenge(Barthes)ofridingandspectating

• chilloutonthemountain,drinkbeerwithothernationalities

• topainttheroad

• cheerthe‘heroes’

• personalchallengeofridingalpinepasses(Courcheval;ColDuMadeleine;ColDuTelegraphe;ColDGalibier;Alpe’DHuez)

AseriesofphotographicimagesrelatingtomepersonallyandtheTDFfollowed.Thisincludedshotsoftheraceandriders,significantimagessuchasthefinishline,thecrowds,sceneryetc.Thephotosembracednotjustimagesfromaspecificstage,butseveralstagesfromtheperiodof6daysIwasthere.Accompanyingthiswasashortvideocompilationthatincludedfootageofthesponsors’procession,arollingpromotionaltourthatprecedeseachstageoftheracebyapproximately2hours.

Significantlytospectators,thousandsoffreebiesaredishedoutalongtheway.InrecountingthisaspectoftheTDFexperienceIexplainedhowIandacolleaguebefriendedanAmericanfamilyand‘employed’theirtwoyoungsonstochasethefreebiesthatwerethrown.Intheendwehadsomanyitemswecouldhavesetupasmallstall.SimultaneouslyintheclassroomIre-enactedaversionofthisdistributionsystem.Havingsaved50orsoartefacts,Ithrewtheseoutatrandomtothestudents.Withinafewmoments,justlikethespectatorsattheroadside,theytooweregrabbingandshoutingforafreebie.

Thispartofthesessioniscompletedwithfootageoftheraceitselfandan‘occurrence’that,Iexplain,gaveaddedmeaningtotheevent.OneofthereasonsforvisitingtheTDFin2005wasthatitwouldbeLanceArmstrong’sfinalraceasacyclist.Ibrieflyexplain,insemi-idolatryterms,whatArmstrongrepresentedtomeasapersonandcyclist.IthenaskoneofthestudentstovolunteertostandatmysidewhilstItalk.Onceagain,withvideofootagerunninginthebackground,IexplainthesituationonastagetothetopoftheskiresortatCourcheval.Ihadpositionedmyselfabout5kmfromthefinish.Inaleadinggroupofsix,Armstrongcamepastandwas

handedawaterbottlewhichhebrieflytookasipfromthen,justashewaspassingme,threwintotheroad.WithasubtlemovementIbargedmystudentoutofthewaytoshowhowIdidthesametoyoungFrenchfamilyinordertogetholdofthisprizedpossession.Ithenexplaintothestudentsthereasonsbehindmyactions.Finally,andtosetthewholesessionincontext,Iinvariablydeliverthissessionwearingacyclingtop,cyclinghat,sunglassesandwitharoadbikestandingalongsideme.

Usingthetheoryofemotionalintelligenceasamechanismfordevelopingalearningenvironment,whataresomeofthethingsIachievedinthesession?

Ihave:

1.Revealedmyfeelingstolearners

2.Providedadeliberateandnotjustanintuitivelearningexperience

3.Plannedanemotionalenvironment

4.Acknowledgedmyownpreferences

5.Provided(viaartefacts)non-verbalcommunication

6.Contextualisedanalysisoftheeventexperienceusingtheory

InreflectinguponthesessionIthenholdanopendiscussionwiththestudentgroupandexplorehowsomeoftheideaspresentedcanbemeaningfullyanalyseddrawinguponexperientialanalysisandsemioticsastoolstounravelthenatureoftheexperiences.Thegrouparethensetataskfortwoweekstimeandaskedtodeliver,withappropriateinsight,aversionoftheireventexperiences.




Training for Tourismisalifelonglearningopportunityaimedatthoseworkingwithinthetourismindustry.Itenablespeopleworkingintheindustrytostudyatatimethatsuitsthem.Thetrainingisdeliveredonlineviaaseriesofinnovativelearningmoduleswhicharedesignedtofacilitatebusinessgrowthandcontributetowardsthedeliveryofahighqualitytourismindustry.

LearningWhatmakesthislearninginnovativeisthefocusoninteractivity.Anappreciationofdifferentlearningstylesmeansthat,inadditiontowrittenmaterials,acombinationofvisualandverbalmaterialshasbeenused.Anintroductoryvideogivesasnapshotofthewebsitetotheuser,sothattheycanimmediatelyseetherealbenefitsofusingthissite.

Course StructureThecontentcomesfrompeopleintheindustryandisorganisedintoenjoyable,worthwhile,‘bite-size’modules:

Visitwww.trainingfortourism.comandcontactPearl-JaneDewarp.dewar@rgu.ac.ukifyouwanttodiscussthisfurther.

Train ing for Tourism: Innovat ive Learning Mater ia ls Designed to Boost Industry Ski l ls

Communication and Self-ManagementEffectiveVerbalCommunicationInterpersonalSkillsTimeManagementWork-lifeBalance

Customer CarePuttingtheCustomerFirst

LawFinancialStatementsKnowledgeofLegalCompliance

People ManagementDelegatingLeadershipSkillsManageChangeManageYourManagersMotivationSkills

MarketingE-marketingIdentifyingTargetMarketsIntroductiontoMarketing

TrainingDesigningaPracticalTrainingSessionFosteringLearningAmongstStaffIdentifyingTrainingNeeds

Debbie Sadd and Richard Shipway, BournemouthUniversity

Event Research Conference & Educat ion Symposium, 11-13 Ju ly 2007, Melbourne, Austra l iaThe4th International Event Research Conferenceand2nd Event Education & Research Network Australasia SymposiumwerejointlyhostedattheRACVCityClub,Melbourne,bytheAustralianCentreforEventManagement(ACEM)alongwiththeCentreforHospitalityandTourismResearch,VictoriaUniversitySydney,andinassociationwiththeSustainableTourismCooperativeResearchCentre.Thethemeoftheconferencewas:Re-evaluating the city/town: events as a catalyst for change.

Adiverserangeofpaperpresentationswasdelivered,supportedbyworkshopsandpanelsessionsaddressingcontemporaryissuesintheeventsindustry.KeynotespeakersincludedProfessorJoeGoldblatt;BrianNewman,CEOofSydneyOlympicPark;AndrewWalshtheDirectorofopeningandclosingceremoniesattheAthensOlympicGames;PaulGudgin,formerDirectoroftheEdinburghFringe;DaleMonkeith,CEO,VictoriaRacingClub,organisersofTheMelbourneCup;andRobynArcher,aleadinginternationaleventorganiser.

BournemouthUniversitywasrepresentedbyDrMiguelMoitalandDebbieSadd,whopresentedpapersoneventsponsorship

byIndia’sbeveragesector,andregenerationissuesassociatedwiththeLondon2012OlympicandParalympicGamesrespectively.Miguel’spaperdescribedthefindingsofastudyexaminingtheeventsponsorshippatternsandpreferencesofIndia’sdrinksindustry,andillustratedthattheyappeartoprefer‘in-kind’sponsorshipandbeingthesolesponsor.Debbie’spaperhighlightedthesignificantsocialopportunitiesassociatedwiththe2012Games,notjustforLondonbutalsoacrosstheUK,whileexploringthedifferencebetweenregenerationandrenaissanceinthecontextofLondon2012,otherOlympicGamesandlargescalesportingevents.

RichardShipway,inAustraliaundertakingaWinstonChurchillMemorialTrustFellowshipprojectinSydney,attendedasaninvitedpanelmemberattheEducationalSymposium.Thesessiondiscussedinternationalperspectivesandprogrammedevelopmentsintheareaofeventmanagementeducationwithinuniversities.

The5thInternationalEventResearchConferencein2009willbehostedbyGriffithUniversity,Brisbane.



Events management undergraduate educat ion in the U K

Glenn Bowdin, UKCentreforEventsManagement,LeedsMetropolitanUniversity

DefinitivedataisnotcurrentlyavailableinthepublicdomaintodemonstratethesizeofeventseducationintheUKorelsewhere.Inordertoaddressthisgap,aresearchprojectiscurrentlyunderwayatLeedsMetropolitanUniversitytoanalysethegrowthofUKeventsmanagementcourseprovision;studentcharacteristicsoverthepasttenyears;andthefirstdestinationsofgraduatesin2006,usingHigherEducationStatisticsAgency(HESA)data.

Intheinterim,otherdatamaybeusedtoprovideanindicationofthesizeofthemarket.DatagatheredbyChapman(2006),basedoninformationfromUCASandmadeavailablethroughtheHLSTNetwork,demonstratesthegrowthofapplications,andacceptances,upto2005.Chapmannotesthatoverasixyearperiod(2000-5)therehasbeena351%increaseinacceptedstudents,witha39%increase2004-05andasignificantincreaseinapplicationsoverthesameperiod(452%2000-2005;159%2004-2005).Table1illustratesthisgrowth.Cautionisrequiredininterpretingthedataorcomparingeventstoothersubjectareas,asitwillalsoincludeacceptancesandapplicantscoveredinothersubjectheadings,forexample,whereacourseisjointhonours.However,itservestoillustratethatthereisgrowinginterestineventsasasubjectareaandgivesaveryconservativeindicationofthenumberofstudentscurrentlyjoiningevents-relatedprogrammes.

Event 2000 2001 2002 2003 2004 2005Change 1996-2006

Change 2004-2005

Accepts 273 309 377 534 882 1230 957 351% 348 39%Applicants 972 930 1207 1316 2068 5361 4389 452% 3293 159%

Table 1: Applicants and Accepted Places in ‘Events’ Courses, 2000-06Source: UCAS, 2005 cited in Chapman, 2006

Growthinthemarketisalsoillustratedbythe“supplyside”,thatis,thenumberofprovidersofferingevents-relatedprogrammes.Table2providesanindicationoftheincreaseinevents-relatedcourseprovisionintheUKfrom2005to2008,basedonareviewoftheUCASCourseDirectory.Again,cautionisrequiredwheninterpretingthedata,asinstitutionschoosewhichcategoriestoincludetheircoursesinontheUCAScoursedirectory,andsomecoursesknowntoberunningarenotincludedintheUCASdirectory.Inaddition,fromtheUCASdirectoryitisnotclearhowmanyofthecoursesofferedactuallyran(orwillrun)inreality,asthedatabaseisliveandcontinuallyupdated.However,itdoesprovideanindicationofthegrowingprovisioninthisarea,particularlyatdegreelevel.

2005 2006 2007 2008TotalNumberofProviders(HND/FD/degree)

34 43 49 56

DegreeLevel* 20 27 34 46Foundation*Degree 11 14 18 21HND/Diploma* 9 12 13 9N820(event(s)management) 13coursesinc.

11degrees20coursesinc.15degrees

27coursesinc.22degrees

39coursesinc.27degrees

028N(HNDeventsmanagement) 4 5 5 5

Table 2: Events Related Course Provision in the UK 2005-7Source: UCAS (2005, 2006, 2007)

*Numberofprovidersofferingthislevelofevent-relatedqualification–thisnumberdoesnotrefertothenumberofcoursesassomeprovidersoffermultiplecourses(forexample,jointhonours).

N ETWORK FOCUS


Thesubjectisstartingtoseesomeconsolidationofcoursetitlesatundergraduatelevel,withanincreasingacceptanceofevent/eventsmanagementinthetitle.However,inadditiontothosewhichincludesingleandjointhonourscourses,therearealsoanincreasingnumberofcoursetitleswhichreflectperhapsaspecialistfocus.ExamplesofsomeofthecoursetitlescurrentlyavailableareillustratedinTable3.

Course TitleArtandEventManagementConferenceandExhibitionsManagementCreativeEvents:DesignandProductionEntertainmentandEventsManagementEvent&VenueManagementEventFundraisingandSponsorshipEventManagementEventManagement(Sport)EventManagement(Tourism)EventsManagementFestivalandEventManagement

InternationalEventManagementInternationalEventMarketingLeisure,Events&EntertainmentManagementLeisure,EventsandCulturalManagementLiveEventTechnologyManagementinEventsManagingCulturalandMajorEventsResortandEventManagementSpecialEventManagementSportsEventManagement

Table 3: Events Related Undergraduate Course Titles

Overthepastdecadetherehasbeensignificantgrowthindemandforandsupplyofeventsmanagementrelatedcourses.Onthedemandside,thishasbeendrivenbyanumberoffactorsincludinganincreasingacceptanceoftheexistenceoftheeventsindustry(bytheindustryandotherstakeholders),increasingawarenessofeventsinsocietygenerally(forexample,throughtelevised“behindthescenes”events)anduseofeventsbylocalandnationalgovernmentsandotherorganisations,increasingentryintohighereducationandaninterestinwhatisperhapsperceivedbysomestudentstobeaglamorouscelebritydrivenindustry.Onthesupplyside,thegrowthhasbeendrivenbydiversificationofprovidersofhospitality,leisure,sport,tourism,artsandculturerelatedcourses;increasingacceptanceoftheexistenceandsustainabilityofthemarketforgraduatesinthearea;anddemandsforcontextspecificcoursesbytheeventsindustryandotherstakeholders.

Witheventsbeingverymuchinthespotlight,particularlythroughtheLondon2012Olympics,continuedgrowthindemandandsupplyislikelyfortheforeseeablefuture.Clearly,however,eventsmanagement,aswithallsubjects,willhavealifecycleandthereforeforthemarkettoremainsustainableinthelongtermitwillrequirecontinuedinnovation,adaptationandresponsivenesstostakeholderneedsinordertocontinuetoprovideemployablegraduatesinthefuture.

Any views or opinions represented in articles published in LINK are those of the author rather than those of their institutions or the HLST network



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